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E-maturity at LSIS 2011 Practitioner attitudes to technology: a new means to explore practitioner and provider e-confidenc...
The presentation What we’ll cover <ul><li>The background to the research </li></ul><ul><li>Issues for research in e-maturi...
<ul><li>the distinction between  </li></ul><ul><li>e-confidence , based on the capability of practitioners and their manag...
<ul><ul><li>Survey of 250 practitioners in 5 providers </li></ul></ul><ul><ul><li>Research instrument developed from origi...
<ul><li>About yourself and the context of your work </li></ul><ul><li>VLE, learning platforms and texting </li></ul><ul><l...
<ul><li>Respondents – 218 (87.5% response rate) </li></ul><ul><li>Providers – 3 FE Colleges, 1 Sixth Form College, 1 Adult...
Findings Provider characteristics Enhanced and transformed: Tales from the Digital Age - 6th July 2011
Provider Profiles The curves Enhanced and transformed: Tales from the Digital Age - 6th July 2011
<ul><li>Learning </li></ul><ul><li>College/employer </li></ul><ul><li>Resources </li></ul><ul><li>Moodle </li></ul><ul><li...
<ul><li>Alton  Maths </li></ul><ul><li>I find work carried out with the VLE improves the quality of my work and learner re...
<ul><li>I use the VLE routinely in different ways and this work is established in my practice. I use the VLE in a variety ...
<ul><li>The enquiring mind –  We’re all digital indigenous now </li></ul><ul><li>Moving beyond the boundaries – wider infl...
Contact Nigel Ecclesfield [email_address]   Telephone – 01884-35192 Mobile – 07795-028023 Comments http://nefg01.wordpress...
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E-maturity Capability Study for LSIS

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Presentation on Practitioner Capability in using technology for learning UK 2011. Interesting findings that practitioners now have a student-centred approach to the use of technology for learning with a focus on learning outcomes rather than any piece of kit, or social media. The use of VLE's has now become 'normalised'

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E-maturity Capability Study for LSIS

  1. 1. E-maturity at LSIS 2011 Practitioner attitudes to technology: a new means to explore practitioner and provider e-confidence and transformation Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  2. 2. The presentation What we’ll cover <ul><li>The background to the research </li></ul><ul><li>Issues for research in e-maturity </li></ul><ul><li>How we conducted the research </li></ul><ul><li>Findings </li></ul><ul><li>Combining responses as narratives </li></ul><ul><li>Implications of this work </li></ul>Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  3. 3. <ul><li>the distinction between </li></ul><ul><li>e-confidence , based on the capability of practitioners and their managers in an institutional setting to cope with the new and </li></ul><ul><li>e-maturity at a system level, which emphasises the capacity of the system to assimilate and develop the affordances of technological developments to meet the needs of learners and other stakeholders. </li></ul>Recognising transformation e-Maturity and e-Confidence Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  4. 4. <ul><ul><li>Survey of 250 practitioners in 5 providers </li></ul></ul><ul><ul><li>Research instrument developed from original work at Thanet College asking about attitudes to technology- in-action </li></ul></ul><ul><ul><li>Using Survey Monkey, the structure of the instrument was changed to incorporate free text responses to provide opportunities for respondents to expand on their responses </li></ul></ul><ul><ul><li>Individual and provider profiles generated by the survey along with practitioner narratives </li></ul></ul>Research Practitioner Attitudes to Technology Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  5. 5. <ul><li>About yourself and the context of your work </li></ul><ul><li>VLE, learning platforms and texting </li></ul><ul><li>On-line discussions </li></ul><ul><li>Using different media and formats in my work </li></ul><ul><li>What I do </li></ul><ul><li>Personal development, collaboration and reflection, which included a self-rating question using the typology devised by the project team </li></ul>Structure of questionnaire 19 questions in 6 sections Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  6. 6. <ul><li>Respondents – 218 (87.5% response rate) </li></ul><ul><li>Providers – 3 FE Colleges, 1 Sixth Form College, 1 Adult Education provider </li></ul><ul><li>Survey responses – 4142 ratings provided (quantitative) </li></ul><ul><li>Free text response – 32,000 words (qualitative) </li></ul>Responses The data Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  7. 7. Findings Provider characteristics Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  8. 8. Provider Profiles The curves Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  9. 9. <ul><li>Learning </li></ul><ul><li>College/employer </li></ul><ul><li>Resources </li></ul><ul><li>Moodle </li></ul><ul><li>Students </li></ul>Free response analysis Principal themes Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  10. 10. <ul><li>Alton Maths </li></ul><ul><li>I find work carried out with the VLE improves the quality of my work and learner results; </li></ul><ul><li>I know what texting is and I may use it. </li></ul><ul><li>I have taken part in on-line discussion with students for work purposes. </li></ul><ul><li>City Lit. Humanities </li></ul><ul><li>International Relations I use the VLE routinely in different ways and this work is established in my practice - uploading journal articles, book chapters - but also identifying websites and news articles of interest on websites, for my courses. </li></ul>A new view Practitioner Narratives Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  11. 11. <ul><li>I use the VLE routinely in different ways and this work is established in my practice. I use the VLE in a variety of ways, from uploading and assessment of student's work, to announcing events and providing an online platform to download essential course materials. I use texting regularly to reach learners and colleagues. I use text tools to communicate with students, and also as a record of communication with at risk students. I am aware on-line meeting with colleagues is possible through the Internet I have taken part in on-line discussion with students for work purposes. Computer based resources are an essential tool for teaching and learning and success in my work I produce all of my learning resources using a computer. I have made sound files for students or others to hear. I use sound files and upload them for instructional purposes, and to provide evidence to assess student knowledge I have used story boards to capture work and to demonstrate techniques and important points I use video and so do my students as and integral part of teaching and learning. I have read blogs and know how to comment on one I have initiated an activity in social media I have not found social media particularly successful thus far, but am looking at ways to develop this. I can think and write reflectively. Teaching through technology is often guiding and supporting learners to their objectives I have spoken to staff teachers elsewhere in the college through formal means such as Town Meetings. I work collaboratively as a means of improving my effective contribution to College life I have arranged for students to create and share resources amongst themselves to improve learning. I can ask technicians for advice on the operation of the technology as a user. I work with colleagues in my department. I rate myself as Exploratory. </li></ul>Sports and fitness lecturer A complete narrative Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  12. 12. <ul><li>The enquiring mind – We’re all digital indigenous now </li></ul><ul><li>Moving beyond the boundaries – wider influences </li></ul><ul><li>Web 2.0 technologies – understood for personal use, but not yet for teaching – the digital natives are now part of the teaching body </li></ul><ul><li>The diversity of technology in learning and teaching </li></ul><ul><li>Emotive and narrative responses to technology – “a hundred flowers blossom” </li></ul><ul><li>Mashing CPD and staff development together </li></ul>Looking to the future Key Findings and issues Enhanced and transformed: Tales from the Digital Age - 6th July 2011
  13. 13. Contact Nigel Ecclesfield [email_address] Telephone – 01884-35192 Mobile – 07795-028023 Comments http://nefg01.wordpress.com/

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