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Pleasing most of the
people most of the time
How can technology help us meet the needs
of a wider range of learners?
> >Slide
Pleasing most of the people most of the time
JuliaTaylor, Jisc Subject specialist - Accessibility and inclusion
> >Slide
Too many hats?
All students will need digital skills so the aim is independence
Pixabay. Eak_kkk
14/03/2017 Pleasing most of the people most of the time3
> >Slide
More tools than ever
Technology gives us the tools for digital diversity
Pixabay. Cocoparisienne/
14/03/2017 Pleasing most of the people most of the time4
> >Slide
Making a difference
Personalisation: Everyone has different needs and styles of learning
Pixabay. Chahaoriginal
14/03/2017 Pleasing most of the people most of the time5
> >Slide
Meeting expectations…
>Personalise and customise the learning environment
>Get text books in alternative formats
>Find out about the access features of loan devices and platforms
>Get accessible course notes in advance of lectures
>Use productivity tools and personal devices everywhere
and go beyond…
We encourage learners to check if they can:
14/03/2017 Pleasing most of the people most of the time6
> >Slide
Changing practice
“Usually I hate fieldwork. I’m disorganised,
make illegible notes, can’t make sense of the
data because we’ve only got little bits of the
picture until the evening write up…
But this was easy – Google Forms.Twitter
hashtags. Everything on the phone.To check a
technique we scanned the QR code to watch
the video. I felt like a proper biologist …not
just a rubbish notetaker.”
14/03/2017 Pleasing most of the people most of the time7
> >Slide
Changing practice
“Because of my issues I would NEVER speak in
a group…
but because we use theTextWall most
sessions I’ve become much more confident at
contributing. I’ve also noticed that my points
are among the better ones so that has
boosted confidence hugely.”
14/03/2017 Pleasing most of the people most of the time8
> >Slide
Changing practice
As a dyslexic I thought “Me? A blogger?You’ve
got to be kidding”. When they told me it was
compulsory for this module I complained
like mad.
Then I looked at the guidance where it said
how to use voice recognition in GoogleDocs,
and how to do podcasts and link them in.
14/03/2017 Pleasing most of the people most of the time9
> >SlideSlide
The accessible induction
“What was brilliant was that I felt totally
normal.Whenever we were shown how to
use a university system they automatically
showed us the accessibility options as if it
was just a feature that anyone might use.”
14/03/2017 Pleasing most of the people most of the time10
> >SlideSlide
The accessible network
“I can’t believe the browser plugins they’ve
got. It’s like an Internet Swiss Army knife –
voice recognition, text to speech, note taking...
I wish I’d known about this for my A levels...”
“I love the “Free ProductivityTools” folder –
I’ve downloaded several on my own laptop”
“The Speak button on the Quick Access
Toolbar inWord is so cool! I never knew you
could do that.”
14/03/2017 Pleasing most of the people most of the time11
> >SlideSlide
The accessibleVLE
“My course resources area is great – a really good
mix of handouts, slides, video and audio clips.”
“We’ve got some long documents to download
but they’re all structured so you get an instant
overview in the Navigation pane.”
“My tutor’s presentations are great –simple
thought-provoking images but all the info
you need is there in the notes field.”
14/03/2017 Pleasing most of the people most of the time12
> >SlideSlide
The accessible library
“I was amazed when they showed me how much I
can do just with my phone”
“So much of my reading list is available as e-books
– it makes study much easier for me: I can do it
even on bad days when I can hardly walk.”
“The guidance on ebook accessibility
features has made my study so much
more efficient.”
14/03/2017 Pleasing most of the people most of the time13
> >Slide 14/03/2017 Pleasing most of the people most of the time14
> >Slide
How can technology help us meet the needs of a wider range
of learners?
Mike Sharples, Institute of EducationalTechnology,The Open University
14/03/2017 Pleasing most of the people most of the time
Preparing for the future
http://careers2030.cst.org/jobs/
16
Now more than ever we need open, global
education, with people from many perspectives and
backgrounds engaging in conversations for learning
17
FutureLearn
18
5.6 million learners
400 free courses
70 partner institutions
70% of learners from outside UK
61% female
22% without tertiary education
Learning as conversation
All human learning involves
conversation
We converse with ourselves
to reflect on experience
We converse with teachers
to understand their expert
knowledge
We converse with other
learners to try and reach
shared understanding
19
Logical and Critical Thinking course
2
0
University of Auckland
21
22
23
24
Opportunity: blended learning
US DoE 2009 meta-study of comparisons
of online and face to face teaching in
higher education
On average, students in online learning
conditions performed better than those
receiving face-to-face instruction
Bigger effect in studies that blended online
and face-to-face
Blended conditions often included
additional learning time and instructional
elements not received by students in
control conditions
Distinguish hype from reality
B. Means et al. (2009) Evaluation of Evidence-Based
Practices in Online Learning: A Meta-Analysis and
Review of Online Learning Studies. US Department of
Education
Blended learning
Blending campus and online
Campus students accessing MOOCs
Flipped classrooms
Embracing multiple cultures and languages
Combining new methods of teaching, learning
and assessment
Distinguish hype from reality
Opportinity – Hybrid courses
Open MOOC courses linked to a
degree program
Campus students benefit from
rich global discussion and online
study
MOOC learners benefit from
grounding in a university campus
(e.g. sense of belonging, remote
access to labs)
Opportunity to take modules for
credit
Pay for additional services such
as online tutoring
27
New models of provision
Blended learning Flexibility of study – location, pace
New modes of learning (e.g. flipped
classroom)
Hybrid courses Global access to higher education, including
free courses
Global conversation and knowledge sharing
Credit transfer Broader curriculum
Disaggregation Affordable education – pay for use
Learning platform
Need for a new 21st century learning platform that:
● supports free (MOOC) and accredited courses (which a funnel of registration)
● enables accreditation and credit transfer, as well as badging
● is open source and modular, with a strong developer community
● is responsive – accessible on mobile devices
● supports a wide range of pedagogies: constructivist, social-constructivist,
instructivist, inquiry-led, problem-based
● is based on interoperability standards, e.g. LTI, QTI
● is cloud hosted
● integrates with 3rd party services for tutoring, assessment, examining
● integrates with social media
● enables analytics for learning
29
> >Slide
How can technology help us meet the demands of a wider range
of learners
Mike Snowden,Convenor: UniversitiesAssociation for Life Long Learning:
Flexible Pedagogies Network/Senior Lecturer Behavioural Sciences University
of Huddersfield
14/03/2017 Pleasing most of the people most of the time
How can technology help
us meet the demands of a
wider range of learners
Mike Snowden Convenor: Universities Association for Life Long Learning: Flexible
Pedagogies Network/Senior Lecturer Behavioural Sciences University of
Huddersfield
Defining flexible learning
“Flexible learning concerns institutions constructing and continually
evaluating infrastructure, policies and practices that offer the widest
possible opportunity for successful student engagement and belonging
of all stakeholders in higher education” p4 Davitt-Jones, et al (2017)
Key principles of flexible learning:
 Barnett (2014)…The conceptualisation of flexible learning is diverse and needs to
be recognised at four key levels: sector, institutional, pedagogical and learner
flexibility…
 Institutional agility to be able to proactively implement responsive infrastructure…
which requires institutional systems and structures to be designed for flexibility
rather than homogeneity
 Pedagogies that contribute to learner empowerment should be integrated into
everyday learning and teaching practice
 Inclusive, equitable, personalised and contextualised approaches should underpin
all flexible learning processes
 Successful engagement does not begin at HE entry but occurs much earlier as part
of a lifelong learning process and commitment
 Mindful that access without support is not opportunity (Engstrom and Tinto (2008, p50)
Link to HEA framework - Barnet
 The framework is both evidence-based and experience-informed and
is aligned to the UK Professional Standards Framework. It can be
adapted and applied to different disciplines, modes of study and
institutional contexts by a wide range of users. The Framework
recognises that successful flexible learning is student - centred
and empowers students to become independent and autonomous,
fostering graduate attributes that will enable them to manage
the complexities of 21st century life (p.2).
What flexible learning embodies
 It requires the ability to embrace and lead disruptive thinking as a positive
force for change and this requires effective leadership to create confidence in this
ability
 Within flexible systems there needs to be preservation of some existing
archetypes
 A flexible learning ethos actively seeks out ongoing dialogue about the purpose
of higher education in an evolving context. Organisations should embrace this
dialogue as part of their normal everyday practices.
 Flexible learning needs to be considered holistically: you cannot 'do' flexible
learning partially or add it on…key areas for flexible learning: institutional systems
and structures; technology enhanced learning; pedagogical approaches;
employability.
 Flexible learning at its best combines many collaborative networks and
interconnectivities which can be multiple and, at times, overlapping
Flexible Learning is not…
 It is not an approach driven purely for student consumption
underpinned by the sovereignty of individual choice and one's ability
to navigate such choices as part of a successful HE experience
 It is not a marketing charter based on a set of transactional
relationships between higher education providers and students
 It is not driven primarily by delivery convenience, in which
technology enhanced learning (TEL) becomes the default position for
flexible learning
 It cannot be 'added on' to a prevailing system
Some Implications and considerations:
 Adopters of a flexible learning ethos need to be prepared for
resistance.
 To develop flexible learning holistically staff will have to unlearn
some of their thinking and practices in order to become more
effective facilitators of flexible learning in partnership with
students
 Flexible learning inevitably involves working in different ways and
this necessitates relinquishing some aspects of power…this may lead
you to challenge your own perceptions of professional identity and
underlying assumptions
 Awareness of the core values underpinning flexible learning is
pivotal. There are many operational considerations and logistics
involved in developing flexible learning concerning… how; what;
where and when it is delivered…
Implication and consideration for
institutions
 Demonstrating a commitment to flexible learning and implementing new ways of
working require considerable courage to go beyond maintaining the status quo;
 It requires transdisciplinary ways of thinking in which different bodies of knowledge
and ways of working are used to transcend hierarchy. This involves finding authentic
working practices instead seeking collaborations and interconnectivity as productive
forces for student success
 Leadership for innovation in which a creative culture of managed risk-taking is
encouraged, especially when supporting flexible learning innovators from within the
institution
 When building a flexible learning ethos institutionally, there will be challenges to a
whole array of prevailing staff identities that need to be pre-empted by senior
leaders and shared with all key stakeholders
 Institutional flexibility necessitates working with wider communities and agencies in
order to see the bigger context for any large-scale decision making
An example…
Why….flexible, engage, creative empowered
learners…
…develop flexible learners who are equipped to manage the complexities, uncertainties and
challenges of 21st century life and work.
Vision….
 Embrace the principles of self determined learning – heautogogy
 How, what, where and when to learn
 Solution focussed teaching and learning
 Mentor Assisted Learning
Key Feature…
 Student as architect
How?
 Mentor Assisted Learning (including pre entry)
 Self defined learning contracts
 Negotiated learning and delivery
 Vle…social networking e.g. “yammer” (uni learn; facebook)
 Real world learning and teaching
 Collaborative learning
 Assessment - student centred and choice
 Teaching – 1/1; small group; lecture (recorded)
Success?
 Confident engaged learners
 Enhanced performance
 Employability (?)
 Enhanced satisfaction
 Empowered learners!
Challenge…
 Resource extensive – (pre-entry preparation; preparation and
planning teaching and assessment )
 Academic culture (Institutional and individual)
Implications and consideration for
practitioners
In considering the value of flexible learning at all levels, practitioners might wish to reflect on the
following questions to aid decision-making:
 Can you align your own practice to the values underpinning flexible learning and how might
this be approached with others?
 How inclusive is your style of teaching and how does this translate into facilitation of learning?
For example, are you prepared to relinquish power to become more flexible?
 Can you draw upon evidence-informed approaches so that you can use well-considered risk
taking as part of a predictive scenarios process? For example, have you considered who your
future students are likely to be from demographic and socio-economic perspectives and how
this analysis fits with the overall strategic direction?
 How can you create the necessary Conditions of Flexibility (Barnett, 2014) and the resultant
types of relationship-building deemed essential for enhancing flexibility at all levels?
 What are the challenges that might emerge when trying to reconcile conflict between
practitioner and institutional aims for flexible learning?
 What is your perceived identity and how might that change if practising more flexibly?
Flexible learning references and related
resources
 Barnett, R. (2014) Conditions of Flexibility: Securing a more responsive higher education system York: Higher Education
Association.
 Beck, U. and Beck-Gernsheim, E. (2001) Individualization: Institutionalized Individualism and its Social and Political
Consequences London, Thousand Oaks and New Delhi: Sage Publications.
 Davitt Jones, S. Arnold, C. and Snowden M (2017) HEA Flexible Learning Practice Guide York, UK: Higher Education Academy
 Engstrom, C. and Tinto, V. (2008) Access without support is not opportunity Change: The Magazine of Higher Learning 40 (1):
46-50.
 Higher Education Academy (2015) Framework for Flexible Learning in Higher Education . Available from:
https://www.heacademy.ac.uk/system/files/downloads/flexible-learning-inHE.pdf
 HEFCE (2011) Opportunity, Choice and Excellence in Higher Education . Report 22 Bristol: HEFCE.
 Johansen, B. (2009) Leaders make the future: ten new leadership skills for an uncertain world . San Francisco: Berrett-Koehler
Publishers.
 Ryan, A. and Tilbury. D. (2013) Flexible Pedagogies: new pedagogical ideas York: Higher Education Association.
 Scearce, D. and Fulton, K., (2004). What If? The Art of Scenario Thinking for Non - profits . Emeryville, California: Global
Business Network.
 Snowden, M (2016) “Heutogogy in an emerging curriculum. In: The Pedagogy of the Social Sciences Curriculum. : Springer
International Publishing. pp. 25-38. ISBN 978-3-319-33866-8
 Stacey, R. (1996) Strategic Management and Organizational Dynamics . (2nd Ed.) London: Pitman.
> >Slide
jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
> >
JuliaTaylor
Jisc Subject specialist, Inclusion
Julia.taylor@jisc.ac.uk
Pleasing most of the people,
most of the time
14/03/2017 Pleasing most of the people most of the timeSlide46

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How can technology help us meet the needs of a wider range of learners?

  • 1. Pleasing most of the people most of the time How can technology help us meet the needs of a wider range of learners?
  • 2. > >Slide Pleasing most of the people most of the time JuliaTaylor, Jisc Subject specialist - Accessibility and inclusion
  • 3. > >Slide Too many hats? All students will need digital skills so the aim is independence Pixabay. Eak_kkk 14/03/2017 Pleasing most of the people most of the time3
  • 4. > >Slide More tools than ever Technology gives us the tools for digital diversity Pixabay. Cocoparisienne/ 14/03/2017 Pleasing most of the people most of the time4
  • 5. > >Slide Making a difference Personalisation: Everyone has different needs and styles of learning Pixabay. Chahaoriginal 14/03/2017 Pleasing most of the people most of the time5
  • 6. > >Slide Meeting expectations… >Personalise and customise the learning environment >Get text books in alternative formats >Find out about the access features of loan devices and platforms >Get accessible course notes in advance of lectures >Use productivity tools and personal devices everywhere and go beyond… We encourage learners to check if they can: 14/03/2017 Pleasing most of the people most of the time6
  • 7. > >Slide Changing practice “Usually I hate fieldwork. I’m disorganised, make illegible notes, can’t make sense of the data because we’ve only got little bits of the picture until the evening write up… But this was easy – Google Forms.Twitter hashtags. Everything on the phone.To check a technique we scanned the QR code to watch the video. I felt like a proper biologist …not just a rubbish notetaker.” 14/03/2017 Pleasing most of the people most of the time7
  • 8. > >Slide Changing practice “Because of my issues I would NEVER speak in a group… but because we use theTextWall most sessions I’ve become much more confident at contributing. I’ve also noticed that my points are among the better ones so that has boosted confidence hugely.” 14/03/2017 Pleasing most of the people most of the time8
  • 9. > >Slide Changing practice As a dyslexic I thought “Me? A blogger?You’ve got to be kidding”. When they told me it was compulsory for this module I complained like mad. Then I looked at the guidance where it said how to use voice recognition in GoogleDocs, and how to do podcasts and link them in. 14/03/2017 Pleasing most of the people most of the time9
  • 10. > >SlideSlide The accessible induction “What was brilliant was that I felt totally normal.Whenever we were shown how to use a university system they automatically showed us the accessibility options as if it was just a feature that anyone might use.” 14/03/2017 Pleasing most of the people most of the time10
  • 11. > >SlideSlide The accessible network “I can’t believe the browser plugins they’ve got. It’s like an Internet Swiss Army knife – voice recognition, text to speech, note taking... I wish I’d known about this for my A levels...” “I love the “Free ProductivityTools” folder – I’ve downloaded several on my own laptop” “The Speak button on the Quick Access Toolbar inWord is so cool! I never knew you could do that.” 14/03/2017 Pleasing most of the people most of the time11
  • 12. > >SlideSlide The accessibleVLE “My course resources area is great – a really good mix of handouts, slides, video and audio clips.” “We’ve got some long documents to download but they’re all structured so you get an instant overview in the Navigation pane.” “My tutor’s presentations are great –simple thought-provoking images but all the info you need is there in the notes field.” 14/03/2017 Pleasing most of the people most of the time12
  • 13. > >SlideSlide The accessible library “I was amazed when they showed me how much I can do just with my phone” “So much of my reading list is available as e-books – it makes study much easier for me: I can do it even on bad days when I can hardly walk.” “The guidance on ebook accessibility features has made my study so much more efficient.” 14/03/2017 Pleasing most of the people most of the time13
  • 14. > >Slide 14/03/2017 Pleasing most of the people most of the time14
  • 15. > >Slide How can technology help us meet the needs of a wider range of learners? Mike Sharples, Institute of EducationalTechnology,The Open University 14/03/2017 Pleasing most of the people most of the time
  • 16. Preparing for the future http://careers2030.cst.org/jobs/ 16
  • 17. Now more than ever we need open, global education, with people from many perspectives and backgrounds engaging in conversations for learning 17
  • 18. FutureLearn 18 5.6 million learners 400 free courses 70 partner institutions 70% of learners from outside UK 61% female 22% without tertiary education
  • 19. Learning as conversation All human learning involves conversation We converse with ourselves to reflect on experience We converse with teachers to understand their expert knowledge We converse with other learners to try and reach shared understanding 19
  • 20. Logical and Critical Thinking course 2 0 University of Auckland
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  • 25. Opportunity: blended learning US DoE 2009 meta-study of comparisons of online and face to face teaching in higher education On average, students in online learning conditions performed better than those receiving face-to-face instruction Bigger effect in studies that blended online and face-to-face Blended conditions often included additional learning time and instructional elements not received by students in control conditions Distinguish hype from reality B. Means et al. (2009) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education
  • 26. Blended learning Blending campus and online Campus students accessing MOOCs Flipped classrooms Embracing multiple cultures and languages Combining new methods of teaching, learning and assessment Distinguish hype from reality
  • 27. Opportinity – Hybrid courses Open MOOC courses linked to a degree program Campus students benefit from rich global discussion and online study MOOC learners benefit from grounding in a university campus (e.g. sense of belonging, remote access to labs) Opportunity to take modules for credit Pay for additional services such as online tutoring 27
  • 28. New models of provision Blended learning Flexibility of study – location, pace New modes of learning (e.g. flipped classroom) Hybrid courses Global access to higher education, including free courses Global conversation and knowledge sharing Credit transfer Broader curriculum Disaggregation Affordable education – pay for use
  • 29. Learning platform Need for a new 21st century learning platform that: ● supports free (MOOC) and accredited courses (which a funnel of registration) ● enables accreditation and credit transfer, as well as badging ● is open source and modular, with a strong developer community ● is responsive – accessible on mobile devices ● supports a wide range of pedagogies: constructivist, social-constructivist, instructivist, inquiry-led, problem-based ● is based on interoperability standards, e.g. LTI, QTI ● is cloud hosted ● integrates with 3rd party services for tutoring, assessment, examining ● integrates with social media ● enables analytics for learning 29
  • 30. > >Slide How can technology help us meet the demands of a wider range of learners Mike Snowden,Convenor: UniversitiesAssociation for Life Long Learning: Flexible Pedagogies Network/Senior Lecturer Behavioural Sciences University of Huddersfield 14/03/2017 Pleasing most of the people most of the time
  • 31. How can technology help us meet the demands of a wider range of learners Mike Snowden Convenor: Universities Association for Life Long Learning: Flexible Pedagogies Network/Senior Lecturer Behavioural Sciences University of Huddersfield
  • 32. Defining flexible learning “Flexible learning concerns institutions constructing and continually evaluating infrastructure, policies and practices that offer the widest possible opportunity for successful student engagement and belonging of all stakeholders in higher education” p4 Davitt-Jones, et al (2017)
  • 33. Key principles of flexible learning:  Barnett (2014)…The conceptualisation of flexible learning is diverse and needs to be recognised at four key levels: sector, institutional, pedagogical and learner flexibility…  Institutional agility to be able to proactively implement responsive infrastructure… which requires institutional systems and structures to be designed for flexibility rather than homogeneity  Pedagogies that contribute to learner empowerment should be integrated into everyday learning and teaching practice  Inclusive, equitable, personalised and contextualised approaches should underpin all flexible learning processes  Successful engagement does not begin at HE entry but occurs much earlier as part of a lifelong learning process and commitment  Mindful that access without support is not opportunity (Engstrom and Tinto (2008, p50)
  • 34. Link to HEA framework - Barnet  The framework is both evidence-based and experience-informed and is aligned to the UK Professional Standards Framework. It can be adapted and applied to different disciplines, modes of study and institutional contexts by a wide range of users. The Framework recognises that successful flexible learning is student - centred and empowers students to become independent and autonomous, fostering graduate attributes that will enable them to manage the complexities of 21st century life (p.2).
  • 35. What flexible learning embodies  It requires the ability to embrace and lead disruptive thinking as a positive force for change and this requires effective leadership to create confidence in this ability  Within flexible systems there needs to be preservation of some existing archetypes  A flexible learning ethos actively seeks out ongoing dialogue about the purpose of higher education in an evolving context. Organisations should embrace this dialogue as part of their normal everyday practices.  Flexible learning needs to be considered holistically: you cannot 'do' flexible learning partially or add it on…key areas for flexible learning: institutional systems and structures; technology enhanced learning; pedagogical approaches; employability.  Flexible learning at its best combines many collaborative networks and interconnectivities which can be multiple and, at times, overlapping
  • 36. Flexible Learning is not…  It is not an approach driven purely for student consumption underpinned by the sovereignty of individual choice and one's ability to navigate such choices as part of a successful HE experience  It is not a marketing charter based on a set of transactional relationships between higher education providers and students  It is not driven primarily by delivery convenience, in which technology enhanced learning (TEL) becomes the default position for flexible learning  It cannot be 'added on' to a prevailing system
  • 37. Some Implications and considerations:  Adopters of a flexible learning ethos need to be prepared for resistance.  To develop flexible learning holistically staff will have to unlearn some of their thinking and practices in order to become more effective facilitators of flexible learning in partnership with students  Flexible learning inevitably involves working in different ways and this necessitates relinquishing some aspects of power…this may lead you to challenge your own perceptions of professional identity and underlying assumptions  Awareness of the core values underpinning flexible learning is pivotal. There are many operational considerations and logistics involved in developing flexible learning concerning… how; what; where and when it is delivered…
  • 38. Implication and consideration for institutions  Demonstrating a commitment to flexible learning and implementing new ways of working require considerable courage to go beyond maintaining the status quo;  It requires transdisciplinary ways of thinking in which different bodies of knowledge and ways of working are used to transcend hierarchy. This involves finding authentic working practices instead seeking collaborations and interconnectivity as productive forces for student success  Leadership for innovation in which a creative culture of managed risk-taking is encouraged, especially when supporting flexible learning innovators from within the institution  When building a flexible learning ethos institutionally, there will be challenges to a whole array of prevailing staff identities that need to be pre-empted by senior leaders and shared with all key stakeholders  Institutional flexibility necessitates working with wider communities and agencies in order to see the bigger context for any large-scale decision making
  • 39. An example… Why….flexible, engage, creative empowered learners… …develop flexible learners who are equipped to manage the complexities, uncertainties and challenges of 21st century life and work. Vision….  Embrace the principles of self determined learning – heautogogy  How, what, where and when to learn  Solution focussed teaching and learning  Mentor Assisted Learning
  • 41. How?  Mentor Assisted Learning (including pre entry)  Self defined learning contracts  Negotiated learning and delivery  Vle…social networking e.g. “yammer” (uni learn; facebook)  Real world learning and teaching  Collaborative learning  Assessment - student centred and choice  Teaching – 1/1; small group; lecture (recorded)
  • 42. Success?  Confident engaged learners  Enhanced performance  Employability (?)  Enhanced satisfaction  Empowered learners!
  • 43. Challenge…  Resource extensive – (pre-entry preparation; preparation and planning teaching and assessment )  Academic culture (Institutional and individual)
  • 44. Implications and consideration for practitioners In considering the value of flexible learning at all levels, practitioners might wish to reflect on the following questions to aid decision-making:  Can you align your own practice to the values underpinning flexible learning and how might this be approached with others?  How inclusive is your style of teaching and how does this translate into facilitation of learning? For example, are you prepared to relinquish power to become more flexible?  Can you draw upon evidence-informed approaches so that you can use well-considered risk taking as part of a predictive scenarios process? For example, have you considered who your future students are likely to be from demographic and socio-economic perspectives and how this analysis fits with the overall strategic direction?  How can you create the necessary Conditions of Flexibility (Barnett, 2014) and the resultant types of relationship-building deemed essential for enhancing flexibility at all levels?  What are the challenges that might emerge when trying to reconcile conflict between practitioner and institutional aims for flexible learning?  What is your perceived identity and how might that change if practising more flexibly?
  • 45. Flexible learning references and related resources  Barnett, R. (2014) Conditions of Flexibility: Securing a more responsive higher education system York: Higher Education Association.  Beck, U. and Beck-Gernsheim, E. (2001) Individualization: Institutionalized Individualism and its Social and Political Consequences London, Thousand Oaks and New Delhi: Sage Publications.  Davitt Jones, S. Arnold, C. and Snowden M (2017) HEA Flexible Learning Practice Guide York, UK: Higher Education Academy  Engstrom, C. and Tinto, V. (2008) Access without support is not opportunity Change: The Magazine of Higher Learning 40 (1): 46-50.  Higher Education Academy (2015) Framework for Flexible Learning in Higher Education . Available from: https://www.heacademy.ac.uk/system/files/downloads/flexible-learning-inHE.pdf  HEFCE (2011) Opportunity, Choice and Excellence in Higher Education . Report 22 Bristol: HEFCE.  Johansen, B. (2009) Leaders make the future: ten new leadership skills for an uncertain world . San Francisco: Berrett-Koehler Publishers.  Ryan, A. and Tilbury. D. (2013) Flexible Pedagogies: new pedagogical ideas York: Higher Education Association.  Scearce, D. and Fulton, K., (2004). What If? The Art of Scenario Thinking for Non - profits . Emeryville, California: Global Business Network.  Snowden, M (2016) “Heutogogy in an emerging curriculum. In: The Pedagogy of the Social Sciences Curriculum. : Springer International Publishing. pp. 25-38. ISBN 978-3-319-33866-8  Stacey, R. (1996) Strategic Management and Organizational Dynamics . (2nd Ed.) London: Pitman.
  • 46. > >Slide jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND > > JuliaTaylor Jisc Subject specialist, Inclusion Julia.taylor@jisc.ac.uk Pleasing most of the people, most of the time 14/03/2017 Pleasing most of the people most of the timeSlide46

Editor's Notes

  1. Pleasing most of the people most of the time. How can technology help us meet the needs of a wider range of learners. Image of a mobile phone and microphone.
  2. Story: My children loved Lego. Delighted by the increasing diversity and creativity of Lego people I bought some for a child recently. I was imagining that this would be a real-life opportunity to learn about diversity as well as a stimulating creative activity. Childs response: There are too many hats – I am waiting for them to choose which ones they like and the tools they want to use? Image of diverse Lego people. Caption: All learners will need digital skills so the aim is independence Though there are clearly other interpretations I use this is a reminder that: Inclusion is desirable and necessary but the aim should always be to achieve independence.
  3. Digital Diversity, skills and inclusion Image of wood-working tools. Caption: Technology gives us the tools for digital diversity It’s never been easier to support independence because Technology gives us so many tools that can support each person to make choices for themselves: Inclusive technology will allow them to decide when, where and how they read, view or listen to educational materials. It will enable adjustments to suit everyone and this will level the field by removing unnecessary barriers. As part of digital strategy. To work, this requires, indeed forces, a change in teaching practice.
  4. Technology can really make a difference Image of paper chain people. Caption: Personalisation: Everyone has different needs and styles of learning. Make the most of personal technology to support differentiation and personalisation. Learners have expectations regarding technology. People may use technology to manage their lives: E.g. Blind learners relying on iPhones to read. ASD students using apps to navigate, interpret and interact. Deaf, non-verbal and international learners, to communicate some will even rely on it to support their independence. For them it’s a Life-line not a lifestyle. You won’t always know who uses what apps. So provide productivity tools for everyone. For example if Text to speech. It helps dyslexics, and anyone with literacy or language differences. Many people will benefit who haven’t disclosed or don’t even know they have had a barrier.
  5. Meeting expectations…and go beyond We encourage students to check if they can: Personalise and customise the learning environment, Get text books in alternative formats Find out about the access features of loan devices and platforms Get accessible course notes in advance of lecture Use productivity tools and personal devices everywhere
  6. Learner expectations and rights. Image of learner in silhouette speaking. “Usually I hate fieldwork. I’m disorganised, make illegible notes, can’t make sense of the data because we’ve only got little bits of the picture until the evening write up… But this was easy – Google Forms. Twitter hashtags. Everything on the phone. To check a technique we scanned the QR code to watch the video. I felt like a proper biologist …not just a rubbish notetaker.”
  7. Learner expectations and rights. Image of learner in silhouette speaking. “Because of my issues I would NEVER speak in a group… but because we use the Text Wall most sessions I’ve become much more confident at contributing. I’ve also noticed that my points are among the better ones so that has boosted confidence hugely.”
  8. Learner expectations and rights. Image of a learner. “As a dyslexic I thought “Me? A blogger? You’ve got to be kidding”. When they told me it was compulsory for this module I complained like mad.” “Then I looked at the guidance where it said how to use voice recognition in GoogleDocs, and how to do podcasts and link them in. Six months down the road I realise I now have some brilliant contacts in the industry and realise that the blog says more about my skill than the finals ever will.”
  9. The accessible induction This slide shows a silhouette of a person with a speech bubble containing the following information: What was brilliant was that I felt totally normal. Whenever we were shown how to use a university system they automatically showed us the accessibility options as if it was just a feature that anyone might use.
  10. The accessible network Image shows a silhouette of a group of people with speech bubbles containing the following information: I can’t believe the browser plugins they’ve got. It’s like an Internet Swiss Army knife – voice recognition, text to speech, note taking... I wish I’d known about this for my A levels... The Speak button on the Quick Access Toolbar in Word is so cool! I never knew you could do that. I love the “Free Productivity Tools” folder – I’ve downloaded several on my own laptop
  11. The accessible VLE This slide shows a silhouette of a group of people with speech bubbles containing the following information: My course resources area is great – a really good mix of handouts, slides, video and audio clips. We’ve got some long documents to download but they’re all structured so you get an instant overview in the Navigation pane. My tutor’s presentations are great –simple thought-provoking images but all the info you need is there in the notes field.
  12. The accessible library This slide shows a silhouette of a group of people with speech bubbles containing the following information: I was amazed when they showed me how much I can do just with my phone. So much of my reading list is available as e-books – it makes study much easier for me: I can do it even on bad days when I can hardly walk. The guidance on ebook accessibility features has made my study so much more efficient.
  13. What are the benefits (and drivers) of an inclusive approach with technology? Whether it’s a business imperative to increase delivery options, or a need to reduce support costs. Legal compliance or to drive up standards. Ultimately everyone’s success is related to student success; their expectations and satisfaction; their level of engagement, retention and achievement. Inclusive technology A truly inclusive organisation aims for maximum independence and engagement. An inclusive digital strategy will be innovative and sustainable, because it’s responsive to learners needs. Inclusive technology will extend and improve engagement whilst avoiding the risk of creating barriers. It’s a framework for addressing your new responsibilities for ensuring and widening access by promoting a change in teaching delivery. It targets support on those who need it whilst enabling others to be more independent This will reduce the cost of supporting learner achievement