Making a difference with technology-enhanced learning - Chris Thomson, Esam Baboukhan

Editor's Notes

• #5: Quick summary of some of the many potential benefits of effective use of TEL (use any other better image you can find – or ask Damian to tint/make transparent the bg of this one.) Meeting student expectations Preparing students for the digital world of work Bringing to life things that would be impossible or too expensive to do for real in the classroom Enabling flexibility for students – place, pace, mode of delivery Helping learning providers reach larger cohorts – and for HE, a worldwide student body Supporting accessibility Efficiency (though covered in morning presentation) Enhancement – eg enabling more productive f2f time; enabling various types of collaborative task, etc.
• #6: Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the previous slide. Focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations Some examples of large-scale moves – I think there’s more of this per size of sector in Scotland than elsewhere, particularly in HE.
• #7: YOU MAY NOT WANT TO USE THIS – I’VE LEFT IT IN JUST IN CASE This refers to the strategic, institution-wide use of technology. Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the benefits slide. We’re seeing an increased focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations – using things like minimum VLE standards, suite of common tools, lecture capture (mainly HE, etc.) VLE – pretty much ubiquitous in FE and HE – not sure about skills???? Note lecture capture and online submission are particularly widely used in HE, though interest in FE in these is also gaining ground. The variation on the top group can be due to sector or subject differences – eg e-portfolios often very widely used in vocational subjects and apprenticeships, online assessment usually (though not exclusively) STEM subjects, etc. That’s fine and to be encouraged, - no point in tech for tech’s sake. But can also be caused by staff not engaging or having the skills. Wifi and Network – wifi less widespread in FE and network is a challenge in skills.
• #8: Data taken from the recent pilot of the Jisc student digital experience tracker – (info below just FYI) Jisc developed a set of 11 questions, designed to provide a snapshot of students' digital experience while engaged in a course of study In Feb-April 2016 Jisc delivered two versions of the questions (HE and FE & Skills) as a pilot Tracker service for institutions The questions were delivered in BOS and piloted across 24 institutions (12 x HE and 12 x FE & Skills, the latter including two Specialist Colleges) Pilot sites were supported through the process with identical guidance to simulate a real-world service delivery setting and to ensure equivalence of data A total of 10,753 students completed the Tracker questions We have a reliable snapshot of the situation with respect to device ownership and use, access to digital services, typical digital activities on course, and how students rate different aspects of their digital experience
• #11: 7 out of 10 students (HE, FE and skills) believe that when technology is used by teaching staff it helps their learning experience
• #12: During the last 6 weeks of their course: 9 in every 10 students found information online
• #13: 7 During the last 6 weeks of their course: 7 in 10 students produced work in a digital format
• #14: During the last 6 weeks of their course: 5 in every 10 students worked online with others
• #15: During the last 6 weeks of their course: 3 in every 10 students created a personal record of their learning
• #16: Students’ free text answers to a question on what they would like their institution to start doing largely confirm the importance of getting the basics right for student satisfaction VLE – better use of, consistence across courses, more online materials and activities
• #17: The need for consistency (where useful – not complete standardisation) emphasises the importance of mainstreaming innovations so they don’t just remain in pockets or lose impetus when key member of staff leaves. Students mentioned the need to support the development of both student and staff digital skills and competence
• #18: Note also how Jisc can help with these areas – particularly digital capability, which is one of the earlier parallel sessions – the digital capability service and the digital leadership programme (running in the autumn, opening for registration to FE and HE v soon.)
• #27: Roles with permissions to rate Forum posts can be rated using a scale. By default, only teachers can rate forum posts, though students can be given permission to do so if desired (see Forum permissions below). This is a useful tool for giving students participation grades. Any ratings given in the forum are recorded in the grade book. The Q & A forum is best used when you have a particular question that you wish to have answered. In a Q and A forum, tutors post the question and students respond with possible answers. By default a Q and A forum requires students to post once before viewing other students’ postings. After the initial posting and once the editing time (usually 30 minutes) has elapsed, students can view and respond to others’ postings. This feature allows equal initial posting opportunity among all students, thus encouraging original and independent thinking.
• #28: While a basic glossary is important, creatively applying the glossary can really make an impact on your class. Collaborative glossaries Instead of creating a glossary on your own, why not have the students create them as they encounter unfamiliar terms? A collaborative glossary can serve as a focal point for collaboration in a course. Each member of the class could be assigned to contribute a term, a definition, or comments on submitted definitions. Multiple definitions can be rated by you and by the students, with the highest-rated definitions accepted for the final class glossary. When students are responsible for creating the definitions, they are much more likely to remember the word and the correct definition. Engaging in the process of learning, debating, and refining a glossary can go a long way toward helping students begin using new terms. You can also structure multiple glossaries over the course of a semester. Break them up by unit, chapter, week, or any other organizational structure. If you have a large class, assign student teams to come up with definitions and answers. One strategy for managing large courses is to make each team responsible for one week’s worth of definitions, while all the other teams must rate and comment. Alternatively, each team could be responsible for one definition per chapter and then rate and comment on the other teams’ work.
• #33: You are only limited by your imagination on how you use can Blendspace in your teaching and learning. In my example, I've turned my lesson plan, explanations and assessments into an organised and interative lesson that learners can engage with in and out of the classroom.