Learning and teaching
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- The document discusses priorities and initiatives for higher education learning and teaching, including: - Developing learning analytics and personalization services, as well as digital skills and capabilities. - Creating an "Intelligent Campus" using data to improve the student experience and institutional efficiencies. - Launching a "Sticky Campus Roadshow" to demo a mobile digital classroom. - Publishing reports on next generation digital learning environments and teaching practices. - Working with universities to prototype new digital learning services and approaches.
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Learning and teaching
- 1. Learning and teaching James Clay Head of HE and student experience
- 2. Features For the sector • Needs to demonstrate value for money for students and taxpayer • Need to be able to efficiently provide high-quality teaching and resources • Increasing divergence between the UK nations in terms of HE L&T policy • Burgeoning EdTech sector For Jisc • Demonstrate we offer value for teaching-focused universities • Demonstrate that we support sector priorities, in particular: • High quality teaching • Value for students • Widening participation • Key player in EdTech sector The higher education learning and teaching landscape
- 3. How can technology benefit students? Better student outcomes High quality learning experiences Digital capabilities for employment Convenience and flexibility
- 4. 2020 strategic priorities for learning and teaching • Learning analytics and personalisationBetter student outcomes • Evidence-informed improvements Better planning and management of technology- enhanced learning • Affordable and engaging content and toolsDelivery of high-quality, cost- effective blended learning • New models of provision; expanded sectorRespond to a changing external landscape Digitalskills,capabilities andfluency
- 5. 2020 strategic priorities for learning and teaching •Learning analytics service, wellbeing analyticsBetter student outcomes •Digital experience insights service; Intelligent campus; Analytics labs; Curriculum analytics; Advice and support Better planning and management of technology- enhanced learning •EdTech launchpad; Next generation digital learning environments •New models for eBook provision, eTextbooks; Sticky Campus Delivery of high-quality, cost- effective blended learning •Apprenticeship toolkit; Alternative providers Respond to a changing external landscape Digitalcapabilityservice Global connectivity Cybersecurity Trust and identity Cloud services
- 6. Intelligent Campus James Clay Head of HE and student experience
- 7. Intelligent campus • Improved student experience • Smarter, more effective use of space • Increased efficiencies across the organisation • More effective interventions • Improved curriculum design and delivery Using data to make smarter use of your estate
- 8. Intelligent campus technology infrastructure
- 9. Intelligent campus • Thought leadership • Over 120 universities and colleges engaged with project • Community events • Mailing list • Guides • Use cases • Data infrastructure • Collaborating with small number of pilots What we’ve done…
- 10. Sticky Campus Roadshow James Clay Head of HE and student experience
- 11. Sticky campus roadshow • The sticky campus is a place where students would want to spend time even when they have no formal teaching sessions to attend. • The focus of the roadshow is a mobile, student-centred digital classroom. It travels to you so you can try it out for up to four weeks. • University of Stirling - 2020 • University of Strathclyde - 2020 What we’ve done…
- 12. Next Generation Learning Environments James Clay Head of HE and student experience
- 13. How teaching and learning is changing in a digital world
- 14. Next generation learning environments We have published the following reports: • Listening to teachers: a qualitative exploration of teaching practices in HE and FE and the implications for digital • Next generation [digital] learning environments: present and future What we’ve done
- 15. Next generation learning environments Jisc is working with universities and colleges to gain a better understanding of the changing behaviours and needs of staff and students. We are working to: • Develop an in-depth understanding of next generation digital learning • Use that understanding to explore and create prototype new services • Trial new approaches by working in partnership with innovative people What we're doing
Editor's Notes
- Examples of policy divergence: TEF, which has varying levels of buy-in from the nations, different approaches to apprenticeships (Wales is taking a different approach, for example), different approaches to the proposals for technical education, difference in approach to planned provision vs treating it as a market, different fee levels, etc. NI doesn’t differ from England on all of these, but it makes for a complex and shifting picture overall.
- Better student outcomes – both directly through the use of learning analytics to support retention and success, and via the contribution of the other three points. 74% of HE students rated the quality of digital teaching and learning on their course as above average (choosing to rate it as either good, excellent or best imaginable). Convenient and flexible – we know from this year’s Digital student experience tracker survey that this is a key area that students value: Seven in ten HE students used digital tools on a weekly basis to look for additional resources not recommended by their lecturer. About 8% of students considered assistive technologies to be vital for their learning needs, with a further 10% saying that they choose to use assistive technologies to help them in their studies. Only 69% of HE students thought digital skills would be important for their chosen career, suggesting that they are not fully aware of the importance of digital skills in the modern workplace. We also found that HE learner use lots of personal (ie their own) devices for learning, 94% of HE students own a laptop, and over 80% use a smartphone to support their learning – so if you’re not using mobile-friendly formats and providing reliable wifi across campus, students won’t be reaping the benefits of that convenience. 73% of HE students agreed that they are more independent in their learning when digital is used. 37% of HE students wanted digital technologies to be used more on their course than they were currently used. High quality learning experience – using technology in a range of ways to support active learning and authentic learning activities – supports deeper engagement with the concepts being taught. Analytics also offers the potential to make data-informed improvements to teaching both in-cohort and year on year, benefiting students. Digital capabilities for employment – with over 90% of new jobs requiring good digital skills, the development of both general and discipline/profession-relevant digital capabilities is key. Technology can also be used in a range of ways to support employer engagement and employment-relevant tasks and collaborative working.
- These are the priority goals identified by our HE L&T strategy, and broadly what’s within scope for each. The next slide lists our strands of work for each area. NB new models of provision – things like accelerated degrees, higher and degree apprenticeships (not sure what NI position is on apprenticeships), online, distance, evening only, etc etc. Expanded sector mainly applies to England. Don’t forget digital capability propping it up from the right – staff digital capability underpins an institutions’ work in the other areas. Underpinning technologies enable all the above.
- Digital capability service supporting all strands of the strategy by helping staff gain the necessary skills, capabilities and fluence in all aspects of digital. Underpinning these, Jisc will continue to improve its technology offering to higher education by enhancing global connectivity and developing new offers to support cybersecurity, access management, and provision of cloud services to support learning, teaching and the student experience. Better student outcomes Learning analytics service : a service for HEIs to track student learning activity to improve retention and attainment. Jisc is working with partners to provide leadership regarding how data and analytics and other technology related approaches can support mental health and well-being for staff, students and researchers. We are also developing new services and solutions in this space where appropriate and augmenting the existing advice and guidance we provide so it is more appropriate for our members to use to support mental health and well being. Better planning and management of technology-enhanced learning Digital experience insights service: a sector survey to gather students’ expectations and experiences of technology. With more than 37,000 participants drawn from 83 further and higher education organisations, it is the largest sample of data looking at students’ digital experience of its kind. Intelligent campus: using data to make smarter use of a university/college estate, the project has entered alpha and is working with pilots. The sticky campus roadshow offers an opportunity to test drive a fully-configured digital classroom. We are working with universities and colleges, through the roadshow and other projects, to create environments that provide students with collaborative learning facilities for both taught sessions and self-directed study. Curriculum analytics: currently in exploratory phase, we are proposing a service which will allow universities and colleges to analyse and improve their curriculum design and delivery by providing insights across a large, fine-grained data set. Analytics labs: a Jisc/HESA initiative developing dashboards to review comparative data from a number of sources, compare performance with peer organisations and identify trends and gain insights e.g. in league tables or student destination flows. Delivery of high-quality, cost-effective blended learning EdTech launchpad: competitions and ‘an accelerator’ to help students, startups and companies to develop new EdTech ideas Next generation digital learning environments : has explored current virtual learning environment usage and issues, produced summary report, and has explored lecturers’ practice and how they currently use digital tools and environments to support what they want to do with their students. We’re currently reviewing the findings and identifying where Jisc can add value and how this work should be taken forward. New models for eBook provision: taking a fresh look at how we cost-effectively provide the eBooks and course texts that institutions and students need most, looking at new types of licence agreements with publishers. Also exploring open publishing/institution as open textbook publisher. Respond to a changing external landscape Apprentice service: bringing all the Jisc services and advice and guidance relevant to apprenticeship provision together, including the visual guide: https://www.jisc.ac.uk/guides/apprenticeship-toolkit Underpinning these, Jisc will continue to improve its technology offering to higher education by enhancing global connectivity and developing new offers to support cybersecurity, access management, and provision of cloud services to support learning, teaching and the student experience.
- The intelligent campus project was one of five new ideas to emerge from our co-design consultations with members and other stakeholders.
- Using a wider range of data enables better intelligence and more intelligent decision making. We’re working on ways to improve the student experience by capturing and analysing the many kinds of data that can be collected across university and college campuses. This research is developing alongside our effective learning analytics service. At the core of the learning analytics service is the Learning Data Hub where academic and engagement data is collected, stored and processed. We’ll extend the Learning Data Hub to enable data to be gathered in from physical places (movement trackers, heat and CO2 sensors, for example) and from systems that record and monitor space and equipment usage, timetabling and other activities. By analysing when and how rooms are used organisations will be able to make smarter, more effective use of learning spaces and other facilities across campus and to improve curriculum design and delivery. Making timely interventions to ensure that the best available spaces are being used for each session will enable students to learn more effectively and ensure that the organisation is running efficiently – but this is only the start.
- Decision making is often undertaken in silos. Using a wider range of data enables better intelligence and more intelligent decision making. Scenarios (presentation and action) Can we create an intelligent estate that increases space utilisation, increased room efficiency, allows for intelligent timetabling, reduces energy costs. Universities and colleges have large numbers of buildings of varying ages and conditions, spread over a wide geographic area, sometimes multiple campuses. Managing energy, waste and resources efficiently is important for a number of reasons, including financial pressures, environmental principles and regulations, and improved working conditions for campus users. Most universities and colleges provide good quality traditional campus maps on paper and electronically, however, these could be hugely enhanced using the technology and data that is increasingly available. Combining this data with smartphone apps and electronic signage will improve the experience of campus users. Could we make the campus easier and smarter for students? If the spaces we use for teaching and learning could speak to us, what would they say? The spaces across colleges and universities are core to teaching and learning. Are we using them effectively to enhance and enrich the learning journey? By analysing when and how rooms are used organisations will be able to make smarter, more effective use of learning spaces and other facilities across campus and to improve curriculum design and delivery. Can we take the physical campus and make it porous and extend it into the wider city. Connect with city wide services such as transportation, health, wellbeing. Universities and colleges will increasingly offer tailored, and personalised, student apps for smartphones that are informed by the intelligent campus. These could communicate with the smart city and the data it provides. The internet of things makes it possible for us to gather real-time data about the environment and usage of our library spaces. It is easy to imagine using this data to ensure the library is managed effectively, but could we go further and monitor environmental conditions in the library, or even, using facial recognition software, student reactions as they use the library so that we can continually refine the learning experience? We can imagine an intelligent library which not only knows what seats and PCs are free, but can learn from history and predict when the library will be busy and when it will be emptier. Having a deeper understanding of the utilisation of the library, will allow for more effective and efficient use of space.
- We’re working on ways to improve the student experience by capturing and analysing the many kinds of data that can be collected across university and college campuses. This research is developing alongside our effective learning analytics service. At the core of the learning analytics service is the Learning Data Hub where academic and engagement data is collected, stored and processed. We’ll extend the Learning Data Hub to enable data to be gathered in from physical places (movement trackers, heat and CO2 sensors, for example) and from systems that record and monitor space and equipment usage, timetabling and other activities. By analysing when and how rooms are used organisations will be able to make smarter, more effective use of learning spaces and other facilities across campus and to improve curriculum design and delivery. Making timely interventions to ensure that the best available spaces are being used for each session will enable students to learn more effectively and ensure that the organisation is running efficiently – but this is only the start.
- The intelligent campus project was one of five new ideas to emerge from our co-design consultations with members and other stakeholders.
- Have you ever thought about how digitally-enabled learning spaces could work at your university or college and how they could benefit your students? The sticky campus roadshow offers an opportunity to test drive a fully-configured digital classroom. What is the sticky campus? The sticky campus, which the roadshow is named after, is a place where students would want to spend time even when they have no formal teaching sessions to attend. It embraces everything that is truly student-centric so that students fully live amongst their learning. We are working with universities and colleges, through the roadshow and other projects, to create environments that provide students with collaborative learning facilities for both taught sessions and self-directed study. What we are doing The focus of the roadshow is a mobile, student-centred digital classroom. It travels to you so you can try it out for up to four weeks. Small groups can work student-to-student or student-to-tutor with digital content at individual tables wirelessly connected to a group screen. This content can be simultaneously duplicated onto a large front-of-class screen. These pop-up learning spaces are designed to promote active learning and students can be engaged with real-time quizzes, instant ad hoc questions and a range of collaborative tasks. How this will help you Experiencing a pop-up classroom gives you practical experience of an active learning space on site. It can help you make informed decisions about what is involved and how it can benefit students and staff. It also works as a hub to bring stakeholders across your institution and in your locality together, sharing experiences of active learning and looking at effective strategies. It is important to understand the critical success factors before you invest or look to develop your current learning and teaching spaces. The roadshow will help you avoid pitfalls by demonstrating what’s involved in a successful deployment of an active learning space, including: Putting an effective wireless infrastructure in place Designing the curriculum to suit active learning pedagogies Enhancing staff and student digital capabilities Understanding how such spaces support accessibility and inclusion Optimising learning spaces to support varying durations of learning sessions
- The NGDLE project was one of five new ideas to emerge from our co-design consultations with members and other stakeholders.
- Through digital, students and staff are more connected and have access to more information than at any other time in history. What does this mean for learning and teaching? How will technology impact our practice? We are looking at technology and academic behaviours to enhance sector understanding of these issues. Every aspect of university or college is impacted by digital. For teaching staff and for students, the ubiquity of connectivity and access to information brings challenge and opportunity. Most students in the UK will bring their own device, have access to myriad platforms and tools, and increasingly expect seamless integration with processes associated with learning and teaching.
- Jisc is working with UK universities and colleges to gain a better understanding of the changing behaviours and needs of both staff and students. We are working to: Develop an in-depth understanding of next generation digital learning Use that understanding to explore and create prototype new services Trial new approaches by working in partnership with innovative people from a wide range of backgrounds