Digital capability
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This document discusses a college's use of digital capabilities and online learning. It provides details on how digital is currently used, including having 10-20% of courses online, full-time online learning for levels 2 and 3, webinar classes, and using Office 365 and Stream. It asks about what has worked well and how teachers can prepare. It emphasizes that the focus should be on teaching, not technology, and engaging and guiding students. It provides examples of impact, such as improved guidance and links between online and classroom learning, and students valuing online time more. It stresses the importance of teachers innovating and accessing support and training to take ownership of digital capabilities.
Digital capability
- 1. Digital Capability Alicia Wallace Digital Learning Manager @arelearning Alicia.Wallace@gloscol.ac.uk
- 2. How we use digital • 10 – 20% online • L2 and L3 full time • Time tabled sessions • Webinar classes • Take register • Build community • ePortfolio work • Reflective Diary • Evidence for assessment • Office 365 • Class Notebook • Stream
- 3. How we use digital • 10 – 20% online • L2 and L3 full time • Time tabled sessions • Webinar classes • Take register • Build community • ePortfolio work • Reflective Diary • Evidence for assessment • Office 365 • Class Notebook • Stream
- 4. Is it working? And what did we try that did work?
- 5. How do we prepare? • Models offered by other colleges • Best impact on teaching • Most engaging for students
- 9. Teachers develop their own course materials
- 11. We take guidance from students
- 12. It’s not about the technology It’s about the teaching
- 14. The same, but different
- 15. So what? Impact • Before • Minimal guidance – materials prepared to be talked through • No clear link between classroom and online teaching/ subjects • Students very critical about online learning time • After • Explicit guidance including anticipated duration of exercise • Online teaching/ materials referred to in classroom • Students value online learning more highly
- 16. Now what? • Taking personal ownership • Don’t wait to be offered training • Innovate • Teachers have the best teaching ideas • Accessibility • One size does not fit all
- 17. What does that look like? • Know where the skills gap is • Know how to resolve it • Know where to find the resources and support needed • Student first and teaching to the top
- 18. Digital Capabilities How will it help us?
- 19. The assessment tool • Private • Report • Learning plan • Recommendations • Public • Helping others • Overview data • Tailored packages
- 20. How and when? • Staff induction • Initial report requested by HR • Digital induction customised based on report • Training plan for first six months • Tie into probationary review • Annual Review • Self assessment once per year (September) • Review progress • Tie in to appraisal process • Central data update