Digital Tracker update april 2017
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This document summarizes findings from the Digital Tracker survey conducted at the University of Northampton in April 2017. The survey was distributed to 389 student course representatives and received 111 responses, a 28.5% response rate. Key findings from the 2016 survey included issues around access to technology, need for support of digital skills for both teaching staff and independent learning, and challenges around personal data storage and public profiles. Actions taken in response included reviewing support staffing, promoting digital skills support for students, and clearer communications on file storage policies. The 2017 survey found some ongoing issues as well as new areas to explore like accessibility and digital skills development. Possible actions for 2017 include using evidence to inform policies, more targeted investigations, and support for collaborative
Digital Tracker update april 2017
- 1. Students’ expectations and experiences of technology Update on the Digital Tracker, April 2017 Change Agents Network Conference, April 2017
- 2. • History of learner experience research • Clear direction from the strategic plan • Institutional change project “Many universities have created flexible spaces which enable group work and the easy display and sharing of students’ work. The University of Northampton’s new Waterside Campus, built with ‘teaching spaces’ in place of lecture theatres, is perhaps the most high-profile and furthest- reaching example of this in the UK.” (Rebooting Learning, p23) Our challenge: active blended learning (ABL)
- 3. Our approach to the Jisc Digital Tracker Partnership with the Student Union for promotion Building relationships with course reps – not just an annual poll but an ongoing partnership Combining findings with other research data, to design solutions for all stakeholders http://www.northamptonunion.com/voice/course-rep-hub/course-representatives If there are things that students want to see improved on their course, Course Reps communicate their views to key academic staff, so they can make the changes that students want.
- 4. Distributed to 389 student representatives, completed by 111 (28.5% response rate) Focus group held June 2016 Key findings explored in the focus group: • Access: High levels of technology ownership and use – but also of University hardware, software and printers • Support: Need to support teaching staff, and also independent learning of digital skills • Specific challenges: Uncertainty around personal data, portfolios and public profiles Tracker pilot: Spring ’16
- 5. Key actions generated • Review of staffing at support points • Staff support: new ‘Learntech lunchtimes’ • User experience testing for online library resources • Better promotion of support for creating a digital profile In progress • Business case for Lynda.com for students • ‘Software reading list’ and minimum spec for laptops • Clearer communication on file storage policies and cloud storage • Surfacing student data to students
- 6. Digital Tracker: 2016-17 Distributed to 345 course representatives, completed by 158 (45.8% response rate) Key findings from the data: • Some of the same issues: personal information, data storage, not (never) enough wifi! • Some new issues: accessibility? • Some improvements already: ‘positive online profiles’ Focus groups held April / May 2017 Areas to explore • Digital skills development (what, who and how) • ‘Connection’ and working with others in the online environment
- 7. Possible areas for action this year • Evidence to support policy conversations, and new campus design decisions • More focused investigation with key groups • Exploring ‘digital literacy for employability’ • ‘Basic’ and ‘advanced’ skills and tools • Support for collaborative activities – design, training and tools • Balancing student expectations
Editor's Notes
- #3: E4L 2005 Founding members of ELESIG Current research – Elizabeth Palmer and Sylvie Palmer
- #5: Staff role: first place they go, expected to be enthusiastic but not expert? Do you get enough guidance and support to help you … Develop digital skills relevant to your course (52% agreed). Free text responses (Q4) indicated a mix of go-to support, and conversations suggested a hierarchy of informal > formal support mechanisms.
- #7: Note that not all the questions are the same (or in the same order!) so not straightforward to do comparisons Higher than average on Q5.1a, have you had any difficulty accessing University information or course content as a result of your disability? ‘Create a positive online profile’: from 49% to 92% Digital skills development – including employability, because higher than benchmark on ‘neutral’ for Q10.1 (digital skills are important to my chosen career). Higher than benchmark on lecturers as main support in Q4, and lower on access to training and support Q13.2. Connection – lower on Q6.2 working with others, lower on 8.3 feeling connected with lecturers, and on 8.4 feeling connected with peers, and higher on 9.3 feeling isolated. In the Learntech staff survey, 98% of staff feel confident adding content to NILE, but only around 50% feel confident using online groups and facilitating discussions.
- #8: Key groups – accessibility? Students with challenging schedules e.g. only one (full) day a week on campus, and also joint honours students Basic / advanced – what should be expected and what should be shown? E.g. advanced features in Word (section breaks, TOCs etc). Simpler options for complex packages like Microsoft Project Student expectations – around availability of staff (to promote connection / avoid isolation), but also around learning design (structure, motivation etc)