Take one step
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a regional approach to raising digital literacy
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Take one step
- 1. Take one step - a regional approach to raising digital literacy Dr Angelica Risquez, SFSEDA Lead Educational Developer University of Limerick, Ireland @angelica_tel SEDA Conference, November 15th 2018, Birmingham
- 2. 1. Examine a particular needs-driven approach to raising digital capacity across the HE sector 2. Recognise potential avenues for implementing a particular approach in your own context 3. Consider the benefits and challenges of engaging in collaborative campaigns on digital literacy 4. Reflect on the challenges and opportunities involved in evidencing impact on practice of professional development interventions Learning outcomes
- 3. The concept
- 5. Project Overview Diagnostic Five TEL Roadshows over 6 weeks Innovation Fund for staff and students PROMOTION EVALUATION OERs – Enhanced Digital Capacity & Community
- 6. Design: branding and marketing
- 8. Institute Teacher population Total who took survey Teaching staff in the region UL 659 123 – 19% MIC 259 74 – 28% LIT 297 77 - 26% Total* 1215 274 – 22.5% 22.5% Engagement with diagnostic
- 9. UL LIT MIC 1 Optimise the use of presentation tools Create and write a blog Create and write a blog 2 Create and write a blog Design Blended/Online courses Ensure safety, security & privacy when using social networks 3 Create audio resources (podcasts) Optimise the use of presentation tools Enhance and take control of one's digital Identity and footprint 4 Design Blended/Online courses Mind Mapping tools Search more successfully online 5 Mind Mapping tools Create audio resources (podcasts) Mind Mapping tools Diagnosed needs
- 10. TEL Roadshows
- 11. • 30 OERs from Roadshows • Innovation funds – 30 OERs/case studies from staff – 9 OERs from students Sharing with the wider HE sector
- 12. Local and National Impact Case studies of innovations Standard Operation Procedures and knowledge bank Plan for CPD Established a strong brand www.t1step.ie #t1step OERs created, curated & dissemination Community of practice - building 1,2% engagement rate of @t1step
- 13. Stufflebeam, L. (2014): Daniel Stufflebeam’s CIPP model for evaluation. An Improvement and Accountability-oriented approach. In Stufflebeam and Coryn (eds.) Evaluation Theory, Models, and Applications (pp. 309-339). San Francisco, Wiley Pre-data: diagnostic survey Post-data: survey & focus groups (ethics approved) Data analytics and tracking Events participation data Pre-Audit of OER resources Post-Audit of OER resources Programme Evaluation CIPP model (Stufflebeam, 2014)
- 14. On a scale of 1 (very satisfied) to 5 (very dissatisfied), how would you rate your experience with the t1step initiative? (n=95) Very satisfied Satisfied Neutral Dissatisfied Survey feedback While I couldn't directly participate with t1step due to my high teaching hours it did inspire me to learn some new tech skills. I hope in future there are more video tutorials produced so I can access the info and training material in my own time.
- 15. Survey feedback What did you like? (n=115) • Friendly presenter/relaxed atmosphere/approachable • Engaging content/Interactive • Being able to grow skills What did you like least? (58) • Timing • Not advanced enough/Slow paced • Lack of advertising
- 16. • Very positive, keep going! “It opens your mind and gives you a taste of what it’s about…it should definitely be rolled out each year”. “There was great energy and effort put into it and it paid off”. “It was delivered in a very attractive way, with video and discussion”. ‘”Attractive brand, clear focused message to get people engaged and well publicised.” “For me the lasting impression was the Take1Step video” • Staff and students as learners “I thought it was really nice to have a student sit beside you”. Focus groups
- 17. • Regional approach “I liked the inter-institutional approach to it. (…) It wasn’t just optics people were coming on campus and talking to each other about this. (…) we also have a lot of skills among the 4 campuses anyway. Why reinvent the wheel” • Timing challenges: flexible delivery, different time of the year and further notice • Suggestions: free up time for staff CPD/incorporate in induction; badges/accreditation; share more personal insights and experience from staff Focus groups
- 18. • The sustainability of this project was challenged by discontinuation of public funding • Continuation at local level, but formal inter- institutional collaboration was discontinued • Although the focus was officially both on staff and students, the campaign mostly concentrated on the former and student engagement proved very challenging. • We engaged initially 22.5% of the teaching population on the region, which is a relatively small and self-selected sample Challenge 1
- 19. • What would you suggest that we can do to create campaigns to raise digital capacity that reach those staff and students in most need, and are sustainable in the long term? 1. In groups of three, have a 5 minute discussion 2. Upload your proposal in the padlet (~50 words) 3. Explain your proposal to the wider group (10 mins) Reflection 1
- 20. • We don’t know if concrete learning translated in better teaching practice • We heard the feedback of a self-selected sample of those who participated • Also, there is not shared understanding of what constitutes an enhancement of the learning experience in HE (Kirkwood and Price 2014) Challenge 2
- 21. • How can we evidence the impact on teaching practice as a result of these type of campaign? 1. In groups of three, have a 5 minute discussion 2. Upload your proposal in the padlet (~50 words) 3. Explain your proposal to the wider group (10 mins) Reflection 2
Editor's Notes
- In 2016, a group of three HE institutions in Ireland launched a sector-wide initiative to stimulate staff and students to ‘Take One Step’ in engaging with digital literacy. These three institutions, placed in the Shannon region and commonly known as the Shannon Consortium as represented in this logo, have a long story of joint collaboration, so this initiative fitted well within exiting networks and joint priorities. We applied for funding to the NF for the Enhancement of Teaching and Learning through its teaching innovation strategic fund and were awarded support to fund the campaign that year.
- The campaign built on the National Framework for Digital Skills (All Aboard) thereby embedding its skills framework and resources systematically, and contributing back to it through open educational resources (OERs) development and curation. http://www.allaboardhe.ie/
- Key facets of the digital enhancement programme included: 1) Diagnostic: using the National Framework for Digital Skills, staff and students were invited to identify a skill that they wished to develop through an online open survey which was strongly promoted in each institution. 2) TEL Roadshows: “Take one Step Days” were organised and run in each of the six SC campuses, over a six-week period. These events provided workshops, talks and webinars on the skills identified by staff and students. 3) Innovation Funds: A series of innovation funds were launched in each institution in order to encourage staff and students to engage in immediate impact ‘lighthouse’ innovations. Through this process, staff and student expert users showcased the potential of TEL and produced a series of OERs that will link back to the National Framework. 4) Support: participants were supported as their skills and resources develop. This phase also made intensive use of online communication in order to showcase progress of each innovation and help to solidify the emerging community of practice across the SC. 5) Promotion: consisted in building a distinctive and compelling brand for the campaign, a comprehensive approach to social media dissemination, and a strategy for student participation through student digital ambassadors. 6) Evaluation: in order to make judgments about the initiative and inform decisions about future programming.
- Branding and marketing strategy design T1Step t-shirt design: The team agreed that it would be important to advertise the brand with t-shirts, worn by all of the digital ambassadors on the roadshow days. They also felt it was important to include the All Aboard digital roadmap as this would be central our planning. The T1Step logo was integral to the design on the t-shirt.
- PARTICIPANTS??? UL: skills demanded in UL tend to revolve around content creation (presentation tools, audio resources and blogging) LIT: design of online courses came in second place, perhaps indicating a higher degree of familiarity with TEL (just a hip as it was a self-selected sample) MIC: responses interestingly resolved around the impact of social media in our lives, as digital skills related to the identity and wellbeing dimension were prioritised. Skills demands differed across the region, and therefore, the implementation approach was slightly different and adjusted to institutional structures and priorities
- Using this information based on actual skills development needs; the Take 1 Step Shannon Consortium team was able to design and deliver (face to face and life-streamed) five Technology Enhanced Learning Roadshows, across the three institutions. During these five weeks a large number of events such as workshops and webinars were offered to facilitate all those who sign up to Take 1 Step and to specifically address the skills that staff and students really wanted to learn. Student ambassadors helped to promote the event on each of the roadshow days, and led some of the student sessions. WEBINARS had good national impact disseminated through NF JANE HARTE BLOGGING CLARK QUINN MIND MAPPING MARK GLYNN DIIGO AS ORGANISATIONAL AND TEACHING TOOL 5 Roadshows, 26 sessions in total. Total digital skills presented on: 15 Attendance (not including webinars): 335 UL: 159 (69 staff, 90 students) MIC 80 (60 staff, 20 students) LIT 96 staff
- SOPs – established best ways of doing things A knowledge bank of the real needs of the SC, by institution, which allowed for a differentiated response Plan for CPD into the future and over time it will allow us track how that need changes so that we are creating baselines Established a strong and sustainable brand – locally and nationally NF + Ed Tech (2 papers) +social media OERS: 30 OERs from Roadshows and 30 OERs/case studies from staff + 9 OERs from students from innovation funds Social media: @t1step engagement rate of 1.2% (almost twice the average of big brands: 0,7%)
- 5. How will you evaluate the impact? (3 mins) The CIPP approach is based on the view that the most important purpose of evaluation is not to prove but to improve. It acknowledges that evaluation is an instrument of accountability, but more importantly, it sees evaluation as a tool by which to help make programs work better for the people that they are intended to serve. Fundamentally, the use of the CIPP model is intended to promote growth and to help the responsible leadership and staff of an institution systematically to obtain and use feedback so as to excel in meeting important needs, or at least, to do the best they can with the available resources. From this perspective, the objective of context evaluation is to diagnose the needs of the target population based on the National Framework, by using methods such as: Staff and students will identify a skill that they wish to develop and that they wish to contribute across the SC Pre-data survey and focus groups (can we really commit to this?) The input evaluation aims to identify system capabilities and strategies for addressing the needs identified. This will involve: Audit of OERs and human resources available during the project in each of the institutions, which can be shared across the SC. This will include both resources in the support units and skills identified by faculty and staff which they wish to contribute. Definitions of schedules and plans for addressing identified needs through the needs analysis phase The process evaluation aims to assess the effectiveness of the procedural design, and to record and judge procedural events and activities. This will include the following methods: Data analytics, communication and tracking in online portal Participation data in TEL Roadshows Finally, the product evaluation will collect descriptions and judgements of outcomes, relating them to objectives and to context, input and process information. These outcomes will be assessed through: Post-data: survey & focus groups Audit of OERs/outputs produced during the project to be fed back to the National Framework but also promoted through case study approach at local level.
- - Timing challenges They felt they weren’t given enough notice about the time and location of the events however they understood that there were time constraints. Another participant discussed how it would be useful to incorporate the programme into the “induction and training that’s provided to new incoming staff members”. Exam boards are on in June and that would be a good time to do the roadshow here in LIT A good time for the roadshow would be when you are fresh in the door in September or this time of year, you have more open slots to do things. I think the delivery of the Take1Step was to adapt and provide flexibility for busy staff members by providing videos for learning the step a staff member would like to take. - Suggested Improvements: One participant mentioned how the workshops were short and quick which “whets the appetite” but they would like the opportunity to continue working on their chosen skills. It was suggested by one participant that staff could be given time to do a course during their working day and would get certificates for each course they took part in. Personalising the touch and interacting with staff more, quotations from staff on how it helped them (e.g. Pat found the searching for engaging content by Library very useful and would be willing to state this on website and t1step information). - I liked the inter-institutional approach to it. I liked the fact that LIT, Mary I, Thurles Campus and UL were all involved I thought that was really nice. It wasn’t just optics people were coming on campus and talking to each other about this. I like working inter-institutionally anyway but we also have a lot of skills among the 4 campuses anyway. Why reinvent the wheel if we have expertise up in Thurles for example. There were some nice conversations going on amongst campuses.
- - Sustainability was challenged by a change of strategy by the National