Digital student skills workshop - 17 February 2016

Skills sector digital student projectSarah Knight, Senior Co-design Manager, Student Experience, Jisc

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#digitalstudent http://digitalstudent.jiscinvolve.org

Jisc digital student projects

»Phase 1 study reviewed students’ expectations and experiences of the digital environment at university and we spoke to 500 staff and students during our consultation (2013-2014)

»We conducted a review of practice in schools to identify likely incoming expectations (2014)

»In phase 2 we focused on FE speaking to 220 learners and 300 staff from colleges across the UK (2014-2015)

»Prototyping a digital student data service to support providers and universities to gather their learners experiences of technology

http://digitalstudent.jiscinvolve.org

17/02/2016

Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk

http://digitalstudent.jiscinvolve.org/

Skills sector digital student project team

»Giles Pepler, Senior Consultant, Sero, project manager and lead consultant

»Nick Jeans, Sero, Senior Consultant (Learning Technology)

»Barry Phillips, Senior Consultant, Sero

»Support by Seb Schmoller (Sero Associate)

»With support from Ellen Lessner, consultant

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Aims of today

»How should Skills providers respond to learners' changing expectations of their digital environment?

»What experiences prepare learners to flourish in a digital world?

»What are providers doing to engage their learners in dialogue about their learning environment and to gather intelligence about their changing needs?

»Who needs to be involved?

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Skills sector digital student project

»What do learners WANT (expectations) in relation to the digital?

»What do learners NEED to succeed (experiences)?»Literature review| stakeholder interviews | learner

focus groups | consultation events»Guidance for providers on how to gather learners’

views, how to engage learners in an ongoing dialogue about the digital and how to better support learners digital experience

» Identify top challenges in relation to the digital learner experience and identify what support providers need in addressing these challenges

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Feedback via:

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»Text Wall: Send a text to 0207 183 8329 starting with digi

» NOTE - if you don’t start the text with digi, it won’t go to our inbox

»http://padlet.com/sarahknight/digitalstudentskills

»#digitalstudent

What one thing should providers do to enhance learners’ digital experience?

http://padlet.com/sarahknight/digitalstudentskills

http://padlet.com/sarahknight/digitalstudentskills

For findings and workshop resources:


17/02/2016




Except where otherwise noted, this work is licensed under CC-BY-NC-ND

Find out more…

Digital Student#digitalstudentGiles [email protected]

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Sarah [email protected]



mailto:[email protected]


Meeting the needs of all learners:What the research says

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How do learners experience the digital environment?

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Vocational

Basic skills

Apprenticeships

Recreational

Background

Prior educational/work experience

Achievement

14-90 years old

Full/part-time

Day release


Desk review of literature

» Databases» Abstracts + proceedings

of conferences» Journals» Websites of

organisations» Collections of case

studies» Ofsted reports» Institutional documents

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Work-based learning

»Problems: access to good laptops, printers and internet connectivity

»Students want experience with software + hardware that’s used in their work places

» VLE / LMS are NOT redundant - maybe yet to reach their potential

»Students’ technology skills vary widely – even amongst same age groups. We can’t take skill levels for granted

»Lack of student voice in the sector

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Adult and community learning

»Lack of good equipment + wifi»Difficult transporting equipment to venues, blocks on

websites at schools, not getting passwords from venue»Teachers lack training in how to use technologies + no

time to prepare materials / backups»Shortage of tutors»No uniform skill levels»No enthusiasm for MOOCs from learners»Little student voice in the literature. But with a wide

range of learners, it may be nearly impossible to act on it anyway

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Offender learning

»Restricted access to devices, internet, information and support

»Limited access even to existing technologies due to competing priorities / philosophies

»Access to meaningful learning opportunities often decreases as students near release

»No continuity of learning support after release»Need for dedicated technology-enabled learning space »Limitations of access, support and quality content, but

Virtual Campus still has potential »Can’t take students’ digital skills levels for granted,

but do not assume the worst

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Overall conclusions (1)

»Clear need to assess and cater for different digital literacies across the sector

» Jisc pages on Developing Digital Literacies with resources and links is first point-of-call: https://www.Jisc.ac.uk/guides/developing-digital-literacies)

»“But, learner voice studies…have provided evidence to suggest that the “digital native” is a chimera and that we are all – and always have been –immigrants (digital or otherwise) to any community of practice.” (Roberts 2011)

» Need to focus on infrastructure and access above more “charismatic” technologies17/02/201

6Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk

https://www.jisc.ac.uk/guides/developing-digital-literacies

https://www.jisc.ac.uk/guides/developing-digital-literacies

Overall conclusions(2)

»Little quality research in the sector

»Reports of practice are largely from a teacher’s perspective

»Collections not tagged for learner experience

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Gathering learners’ viewsNick Jeans and Ellen Lessner

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Learners want a say

»Learners in our studies saw the digital student project as an opportunity to contribute and get involved

»Digital engagement methods such as social media, Padlets, Twitter walls, vox pops etc., are popular...

»… and once established can be used for other issues too

»Digital learners are varied – it is important that the experience of different groups is represented

»Learners can get involved in different ways e.g. advocate, researcher, representative, intern, change agent, project lead, buddy, mentor, designer...

»Make sure learners can share ideas and see how they are acted on

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Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 18

Focus groups

»The target now is to reach at least 100 learners

»Groups cover a good geographical spread

»Learners are from a range of skills sectors and study levels: apprenticeships, adult and community learning and offender learning

»Dropouts (of providers and learners) has been challenging

We conducted 8 focus groups:

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Focus group process

»Learner profile»Focus group process»Card sort

Tools

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»What we learnt about conducting research in the Skills sector setting

Skills

The basics: Recording the results

»Card sort protocol

»Technology

»Room arrangement

»Permissions (organisations and individuals)

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Supporting our learners’ digital experience

Jane Edwards, Jisc account manager

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What skills learners sayBristol17/02/20

16 #digitalstudent http://digitalstudent.jiscinvolve.org

8 focus groups so far:

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Sheffield InTouchCare Private training provider Social care/ childcare , level 2

7

Stoke-on-trent Stoke ACL ACL Functional Maths, level 2 4

London LESOCO FE college Business management , levels two and three

13

Bristol Lifetime careers Private training provider Hospitality , levels two and three 10

Lowestoft Realise futures Private training provider (social enterprise)

Land based, levels E and E1 3

Leicester Leicester ACL ACL IT/ basic skills, levels E, one and two 7Derby Derby ACL ACL Recreational languages, levels E, one

and three6

Carmarthen Carmarthenshire ACL ACL IT/ art/ functional English and Maths ,levels E to three

20

Totals ACL; private trainers 3; FE college 1

70

Learner profiles (1)

»Learners of all ages from 16 to 60+»Broad range of study programmes

Courses of study

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Other

Modern foreign languages

Social care

Maths

English

Business Admininstration

IT (not computing)

0 2 4 6 8 10 12 14 16

Number of learners

Learner profiles (2)

» Females more likely to customise tool bars and colour schemes

Customising

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Toolbar

Mouse

Colours

Language

0 10 20 30 40 50 60 70

Males Females

Focus groups

Access to technology – relative importance of items

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Access to social media like Skype, YouTube, Facebook, Twitter or Instagram

Access to a digital camera when needed

Access to digital storage like Dropbox, Google Drive or OneDrive

Aids like online diary, timetable, work experience information, rooming information, library catalogue

Access to class notes, handouts and recordings online

Access to a printer when needed

A personal email account

VLE with tutor contact, group forum, ways to store etc.

A device (e.g. laptop) to use on your own when needed

Fast wifi that is easy to connect to

0 0.5 1 1.5 2 2.5 3 3.5

Mean score of all groups

Focus groups

»“It would be good if we (an apprentice group) had a private Facebook page where you put all the class notes, so we could access them when we’re at work.”

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Focus groups

Writing computer code – opportunities and / or training

Use of online networks to make connections and share ideas with other learners

How to use systems like a library catalogue, VLE etc. and how to do things like submitting work online

How to use technology to cope with learning difficulties or disabilities

Basic ICT skills e.g. use of internet search, email, word processing, spreadsheets etc.

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5


Useful skills – relative importance of items

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Focus groups

»“In 5 years’ time, basic IT skills will have changed, so you have to keep learning it. I can learn a lot on my own, but you need to be taught spreadsheets”

»“I don’t understand any of that (computer code) I’m not interested. But, if somebody had introduced me to it, it might have been an opportunity”

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Focus groups

Creating or contributing to a public website like a wiki or blog

Experience taking part in online discussions

Creating and editing with digital media like video, pictures or audio

Working with social media like Twitter or Facebook to help you learn

Working with others online, e.g jointly writing things or sharing files

Presentation software like PowerPoint, Prezi, Slideshare etc

Experience with technologies used in the workplace

0 0.5 1 1.5 2 2.5 3 3.5 4


Experiences on course – relative importance of items

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Focus groups

»“It’s easy to come across like you’re being really abrupt (online) and you don’t mean to, so you’ve got to be really careful… and I think people really have to learn that.”

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Focus groups

Understanding the latest digital technologies (e.g. gadgets, media, apps)

Ability to choose the best technology for different tasks

Ability to judge how useful or true things are that you find on the internet

Ability to enter a workplace and feel confident with the technology used there

Knowing how to present a positive personal identity or profile online

Understanding how to use the internet safely and ethically, including cyber-bullying, cheating, e-safety, protecting private information, sticking to a clear moral code etc.

0 0.5 1 1.5 2 2.5 3 3.5


Making good choices – relative importance of items

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Emerging conclusions (1)

»Learners’ skills + use of technology far from homogeneous – even amongst the same age groups

»Learners want access to a device they can use, prefer an open ‘bring your own’ (BYO) device policy

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Emerging conclusions (2)

»Learners highly responsive to being asked how they would like to use digital technology

»Process gave providers concrete model for eliciting learners’ views of their provision

»Engaging learners in discussions around technology can prompt positive changes in existing teaching and learning practice

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Session 6: Next stepsSarah Knight, Senior Co-design manager, student experience, Jisc

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What one thing?

»What would you most like Jisc/the sector bodies to do after today?

»What does your organisation need to do? »What help do you need from Jisc to do this?»http://padlet.com/sarahknight/onething»Text Wall: start your text with ‘digi’ 0207-1838329

http://can.jiscinvolve.org

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http://padlet.com/sarahknight/onething

http://can.jiscinvolve.org/

Jisc Change Agents’ Network

»Supporting staff – student partnership working and student engagement

» Joining the network mailing list [email protected] by visiting jiscmail.ac.uk/CAN

»Follow us on Twitter @CANagogy #JiscCAN»Visit our website for the CAN student partnerships

toolkit – resources to support staff-student partnership working http://tiny.cc/can001

»Participate in the series of CAN webinars to share best practice

»Share your experiences with us as part of the CAN case studies

http://can.jiscinvolve.org

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http://www.jiscmail.ac.uk/CAN

http://tiny.cc/can001

http://can.jiscinvolve.org/wp/webinars-upcoming-webinars-and-recordings-of-past-webinars/

http://can.jiscinvolve.org/wp/contact-us/

http://can.jiscinvolve.org/

For findings and workshop resources


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Digital students are different posters…

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Enhancing the digital student experience

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Consultation events

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Desk research

Focus groups

Consultation events

Date Location and venue17 February Bristol – At-Bristol

14 April Leicester - Mercure Leicester The Grand Hotel

27 April Manchester - The Studio


Except where otherwise noted, this work is licensed under CC-BY-NC-ND

Find out more…

Digital Student#digitalstudentGiles [email protected]

17/02/2016


Sarah [email protected]





Digital student skills workshop - 17 February 2016

Education

Transcript of Digital student skills workshop - 17 February 2016