How you can enhance your efficiency and effectiveness through teaching and learning - Sue Attewell,...
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Transcript of How you can enhance your efficiency and effectiveness through teaching and learning - Sue Attewell,...
Efficiencies and effectivenessSue Attewell, Head of change - FE and skills
Efficiencies and effectiveness fundamentals
» A digitally capable workforce and student cohort » High speed and resilient digital infrastructure» Safe and secure network and data» Learner enrolment and management information systems» High quality digital content which supports the delivery of
stimulating and engaging activities» Learner management systems such as VLE, e-portfolio and
target setting systems
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Efficiencies and effectiveness fundamentals
» User identity management and single sign on authentication
» Disaster recovery and business continuity planning» Access to cloud based shared services» Underpinned by strategic and operational advice and
guidance» In addition back office systems which improve efficiencies
and effectiveness such as library management, finance, payroll, HR systems etc
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What does success look like?
» Teachers have developed some outstanding and innovative e-learning materials where learners use three-dimensional camcorders to record assessments and prepare projects
» Learners use the college’s virtual learning environment extensively to support their studies and to develop their independent learning
» Teachers and students make extensive use of the electronic tracking and monitoring system to promote students’ progress
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What does success look like?
» Learners are highly effective independent learners. The measured and skilful use of information and learning technology, with engaging virtual learning environment sites in many subject areas stimulate learners to carry out research outside the classroom.
» Information technology resources are modern and exceptionally well used in many subjects by both lecturers and learners
» Staff monitor and track learners’ progress closely and, using this information, successfully encourage learners to aim for high grades
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Student digital experience tracker 2016
The following themes were often mentioned as something that HE institutions should keep doing:» Online 24/7 access to as much content as possible» 24/7 library access» Putting as much a possible (lecture notes, slides etc) on
Blackboard, and making it accessible any time any place» Using technology, and embracing new technology services
and resources
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Student Digital Experience Tracker 2016
The following themes were often mentioned as something that FE and skills institutions should keep doing:» Providing support for learners» Allowing access to social media and the internet» Allowing home access to course materials» Good WiFi connectivity» Embedding technology in the teaching learning experience» Using Google classroom
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Efficiencies
» Jisc identified £250,000 cost saving to City of Glasgow College merger project
» Fifty-five per cent telephony cost reduction for Pembrokeshire College
» South Staffordshire College introduced 200 ChromeBase machines into LRCs; they boot up in less than five seconds, require little to no maintenance, never slow down and they use 60-80% less energy saving £35k per year
» First Further Education provider joins Jisc shared data centre saving 80% on data centre costs
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Value, savings and efficiencies
» Janet network - £35,218,969» E-books for FE - £991,400» CSIRT - £22,562,500» Eduroam - £9,782,000» UK Access Management Federation - £7,399,700» Digimap - £38,177,450
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Value, savings and efficiencies
Jisc Collections:» 9,000 active subscriptions» 254 licence agreements covering over 400 subscription
agreements» 6,000 invoices issued worth £43 million» Total value of agreements negotiated was £90 million in 14/15
(Out of a sector spend of £190 million)» Savings to the sector of over £70 million per annum
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Learning from your peers: sharing good practice
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Student digital experience tracker 2016
The following themes were often mentioned as something that HE institutions should start doing:» Recording lectures» Better use of VLEs: standardise use by staff, add
presentations, teach students how to use it effectively, and improve access (eg mobile access)
» Improve online services: more online resources/activities, assessment submissions
» Access to better / more computers
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Student Digital Experience Tracker 2016
The following themes were often mentioned as something that FE and skills institutions should start doing:» Access to better / more computers and laptops» Better WiFi access» Teach students and staff how to best use technology
(hardware and software) effectively and efficiently» Put more resources online and make them easy to find
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jisc.ac.uk
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Sue AttewellHead of change, FE and [email protected]
MONITORING, MOTIVATING AND TRACKING STUDENTS WORKING ONLINE
JO BURBIDGE
Driving Value into Learning Technology Support Programmes Report 2014 “the new 10% target for online learning by 2015, will be testing for many providers”
Key headlines of the FELTAG report “The entire workforce has to be brought up to speed to fully understand the potential of learning technology”
Blending In A staff CPD programme to:
develop teachers’ skills in designing and applying blended learning tools and techniques
introducing them to innovative ways of monitoring the use of their resources online
exploring collaboration and communication techniques
motivating students to use online resources outside of the classroom
Individual Skills Audit
Blending In
Face to Face
Tools for Blended Learning
Blending In
Blending In
Outcomes When asked if they would recommend the BlendingIn Programme to other teachers, 100% said
yes
Positive attitude and enthusiasm shown towards the programme
A great opportunity to start to ‘future proof’ their practice
Increased volume of content readily available for blended learning delivery
Participants put their learning into practice, and better understand the long-term benefits
Teachers are enthused in applying what they have learnt—specifically flipped classroom opportunities for their learners
The Blending In course has allowed me to signpost, direct and support students with independent work. It has helped me use different resources which are all clearly laid out and signposted. I also use it to create quizzes for self-assessment and set assignments to enable students to submit work for grading, which enable me to provide individual detailed feedback, where appropriate. Through the use of Blending In I am able to use tracking tools as well.
The Blending In course has helped me improve my use of online teaching and learning tools to enhance learner experience on the AAT programme.
Learners have found it very stimulating and have requested remote access for their independent learning. This is only possible if work is released. Blending this form of learning to conventional learning has certainly improved learners’ motivation, identified learners’ strengths and fostered and improved the quality of independent learning
The Blending In course has improved learner independence and resilience on the AAT programme. Also learners are able to work remotely to catch up on missed lessons and improve their chances of achievement.
As the learners worked online, I would chat with them via Google and they were able to instantly make corrections to any errors I flagged up.
I used blended learning for 2 assignments one was set online for learners to complete in their own time through flipped classroom, while I was able to assist other learners through traditional face to face interaction
My approach has been to pre-empt the lesson and the difficulties that I know individual students face. I did this by posting videos that I felt would help them gain an insight into the topic prior to the topic being taught in class. This often took the form of a YouTube video for a GCSE maths topic with a link to a self-marking quiz in order to allow the student to test out their knowledge and if necessary watch the video again.
Flipped learning: provide video or stimulus resource to be used in following week’s class. This was very helpful in English where 16-18s often do not have strong views
“Google Classroom it has really helped me a lot especially my math I‘m getting more and learning also I'm very happy that you put English on Google classroom”
For example if I am confused about something I will go on Google Classroom and that way I will find something that helps e.g. Documentaries, Presentations etc.
It was really useful for assignments and helped me pass exams!
The materials on eME are excellent, especially the ones for English. I found it very easy to pass my exam once I had studied the resources available there. I even helped to make some of them!
I like the way that you can find the things you need in eME and you don't have to print and file every single document.
There was lots of practice and without this I probably would not have been able to pass my exam
I helped make some of the stuff on eME - I am in a video for an English class. I passed my English this year and it's because of the good stuff on eME (and because I am brilliant too!).
It makes it easier to access your work and classroom lessons online while not at college.
jisc.ac.uk
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Further Information
Programme website http://elearning.lesoco.ac.uk/blendingin/BlendingIn Moodle Coursehttp://moodle.lesoco.ac.uk/course/view.php?id=5150Tools Moodle Coursehttp://moodle.lesoco.ac.uk/course/[email protected]
6/27/16
How you can enhance your efficiency and effectiveness for teaching and learning
David White – Head of Technology Enhanced Learning, University of the Arts London.
@daveowhite
Education is a process of becoming
Beetham and Sharpe ‘pyramid model’ of digital literacy development model (2010)
Efficiency = scale
Digital Capabilities
Digital Capabilities
Led by Lawrie Phipps
http://daveowhite.com/vandr
The Digital Student Experience at UAL
bit.ly/digistudentUAL
CC BY-NC-ND attributable to Charlotte Webb, Maria Georgaki and David White, Teaching and Learning Exchange, UAL,
2015.
Anxiety in all the things
Which of these things makeyou anxious about your course?
I miss communications about important deadlines
I don’t know where to find course info online
I am overwhelmed by information
I don’t feel ready to share my work online
I don’t feel comfortable using Facebook groups
I cannot contact my tutor online
Not
at a
ll an
xiou
s
Extr
emel
y anxi
ous
Making practice visible at scale
