Mar 092015
 

Today and tomorrow I am in busy Birmingham for Jisc Digifest 2015. As I am speaking in two sessions this year I decided not to offer my tweeting services to the fabulous Jisc live coverage team, but I will be live blogging as the opportunity arises. Do keep an eye on those tweets though – all sessions will be covered on the #digifest15 hashtag. There is also some live streaming here. For those attending the event you can find me presenting in the following slots (both in Hall 3):

When not presenting I’ll be updating this blog with notes from keynotes and break out sessions. As usual this comes with the caveats that I welcome corrections and additions since this is genuinely live updating and that can mean occasional errors etc.

And we are off! Tim Kidd, Executive Director of Jisc Technologies is introducing us to the second Jisc Digifest: This year’s theme is “connect more” so please do, with each other, on Twitter, via the event app, etc. Now to formally open the proceedings I will hand over to Martyn Harrow.

Professor Martyn Harrow, Jisc Chief Executive

Welcome all, both in the room and online, to Jisc Digifest 15. But why are we all here? Well we have serious work to do together. Unprecedented challenges face UK Higher Education, Further Education and Skills, and digital technologies are some of the best tools to enhance human efficiency. And we are here to explore the potential for digital tools for higher, further education and skills.

Jisc is funded by higher and further education, overseen by the Jisc board. We are of the sectors, by the sectors, for the sectors. Jisc is dedicated to playing our part to help you achieve your success, including better exploiting existing Jisc services and support – already saving over £1/4 billion per year, but also on ground breaking innnovation. You told us you wanted more chance to do this and that is part of the reason for this event, and also why we have a new “architecture” for customer engagement. We also have a new account manager systems – for the first time every higher and further education organisation will have a dedicated account manager, there to support you, ensure you get the best out of Jisc services and activities, but also to ensure you have a voice in shaping what we do, in new activities.

We have many partners, including many strategic partners. I would like to acknowledge these relationships which are so important in what we are trying to achieve. In particular I would like to thank today’s sponsors (AM, CrossRef, Talis), supporters (Epson, Rapid Education, ?) and our media partner the THES.

Connected is the theme of our conference, we have the power to do much more for our sector, for our universities and colleges… And what we want to achieve over the next few days. That’s what we want to achieve over the next few days: a new level of ambition.

And, following a wee new Jisc video, we are getting an introduction to Simon Nelson, who aside from being the FutureLearn lead is also the man behind BBC 6Music, notes Tim Kidd. 

Welcome and keynote speech – Simon Nelson, Futurelearn

I am in some ways quite intimidated by speaking to this group, you have been navigating the difficult digital waters for over 15 years. I will be talking today about FutureLearn though, what we want to achieve, and where we are going. But I will start by looking back to my BBC days… here is a clip (of Toby Anstis on CBBC) which we think is the first BBC mention of a website. [which is wonderful! And includes an enormous URL!]. This takes me back to the days of trying to get BBC Radio announcers to mention websites – much chaos reading out those long URLs.

But I joined the BBC in 1997. And there was much discussion of whether the web would mean the end of radio. We didn’t believe that, so we spent the next ten years actually putting radio in a stronger place than when we started, launching 5 new digital channels, we made BBC radio available on demand – something that seemed difficult when first envisioned in 2002, but became a reality in 2004. And that made memorable moments of radio, like this, available for all [cue Charlotte Green corpsing live on air].

I then moved onto BBC Two and their digital offerings in 2007. At that time we again heard of the death of the medium, this time from YouTube (with NetFlix not far behind). We weren’t going to sit back and let that happen. iPlayer was, in many ways, even more important than radio on demand. And we made sure all of our brands had a clear online presence.

And now, I find myself in an industry looking at the role of digital. In part concerns here come from the idea of the MOOC, Massive Open Online Courses. In some ways this is an exampe of Amara’s Law – overestimating impact based on short term impact rather than long term changes. So for me this is much more than MOOCs, it’s much more about the internet and the role of the internet in education. Institutions can adapt and become stronger by adapting to the threats and opportunities of the internet. But so much is unknown that the best we can hope for is “informed bewilderment”.

So, the best I can do is to apply the same sorts of frameworks I used in previous roles, and my current FutureLearn role to outline the opportunities I see.

So, first of all, we can open up access – in new ways, to new audiences, on new platforms. At FutureLearn we want to work with partners that provide depth and experience across a range of curriculum areas, and skills associated with them. We want to update the old elearning experiences, to bring the concept up to date. We’ve built FutureLearn from scratch, making it easier and more attractive to use for the user. And we need to think about our audience as global… looking beyond institution walls. Global reach changes the social contract of the university.

I want to look at one FutureLearn example, a course on Ebola from a leading scientist working on the disease [now viewing a clip from that course]. The impact of this course has already been profound. Over 20k people took the course, and it saw some of the highest participation rates of any of our courses. Indeed FutureLearn received word from the Medicins Sans Frontiers Bo-Ebola Treatment Centre in Sierra Leone – where they had used downloaded course videos to enable staff and volunteers in the centre to take the course together.

Discovery. FutureLearn now has 19 universities around the world, and we have another 9 joining us which we are announcing today (Basel, Bergen, De Los Andes, Paris Diderot, Pompeu Fabra, etc.). We now have Korean universities, from two Dutch universities… [we are now watching a video on learning dutch]. The creativity being adopted by our partners, is one of the most exciting parts of running this company. [cue a diversion into the Steve McLaren adopt the accent language technique]. One of the most interesting aspects of these free open courses for the universities is the opportunity to attract new students. So we are developing our approach to optimising the free courses by enabling them to register interest in full courses offered by our partners.

We also want to move beyond our partners thinking about courses, we want them to share content openly on the web. And we’ve started that by opening up some of our step pages on the web, so that they are more findable in Google… We have great resources here, we want content in the courses to be found, to direct people into those courses and the expertise of those organisations.

Third is the importance of the opportunities afforded by Social learning. The opportunity for learners to work together around these MOOCs is one of the most important things. So, within FutureLearn, we have embedded discussion, social interaction facilities. We ensure all learners have their own profile page – they can like each others comments, they can follow other learners and the educators… That helps them turn the huge scale of conversation, into something more manageable. We are trying to build a social network that makes the learning more enjoyable and more effective. We know we are only at the start of what we could do here…

At the BBC we build the most amazing web resources, but trying to add social in was far less successful as it has to built into the foundations. So watch FutureLearn over the coming years, how that social interaction works in the site. Do look at our courses, and see the discussions. Our biggest course is Exploring English. There is something magic about asking learners where they are learning at a particular moment… This British Council uses existing resources but allows learners to develop their skills, and work together on those skills. There are great interactions here – one student says he wants to learn English in case he ever met Mick Jagger – and he did! (by befriending a bouncer in Singapore).

On a more serious note, we had a brilliant course from the University of Bath called Inside Council(?)… We had feedback from one of our educators for that course that this was one of the most rewarding teaching experiences of his career – because there were learners, there were professionals, there were patients all engaging together.

Fourthly, Engagement. We work with our course creators to take advantage of the potential to reinvent learning. These new skills are essential for all organisations to have in the modern digital era. So, we work with the best story tellers too – with the BBC on four WWI course, with the British Library around their Propaganda exhibition… We aim for a delightful user experience, and we facilitate invite only blended learning opportunities on campus.

With those other aspects in place there is so much potential for Extension. All these learners have lifelong learning interests, including skills for the workplace, courses for professional learners – changing jobs/sectors (Simon notes he started his career managing in a wig and hairpiece company!). The changes in work lives goes so far beyond standard undergraduate or postgraduate courses. And then there are so many personal reasons and motivations to learn [cue Pointless clip with contestent taking a course on Moons]. This wide range of motivations means we are trying to set up a variety of different revenue models. We are a wholly owned subsidiary of the Open University. We want to repay that investment. Anyone completing a course can receive a statement to that effect (£29) and those are far more popular than we anticipated. And we are looking at other possibilities, other revenue models… to recognise and create new pathways from free courses into employability opportunities.

So, finally, is a recognition that the recipient is more than a passive consumer, they are involved in Creation. Learners create their own games, they code, they take photographs, and we encourage those learners to share what they have made… But we are just at the beginning of what is possible here.

So, we are not at the end of the university. We have an amazing opportunity for them to reinvent their role in society.

There has been a break here as I was giving my MediaHub session (delightfully we had standing room only, and lots of good questions and comments!). And then some lunch… 

Mobile learning in practice

This is a workshop session so my notes may not be that detailed… however it’s a fantastic turn out so should be some very interesting discussion.

Steve Hall (speaking) and Tracey Duffy from Jisc are leading the session on Jisc Digital Media Infokits. Specifically we are talking about the Mobile Learning Infokit, which has been around a little while but have been substantially retooled and updated. The format for today will be that we have four sets of four tables, four sets of presenters… so each presenter will tell you about their work in just 10 minutes… and then they will rotate clockwise to the next table so you should hear from all of our presenters. And then we’ll have a panel session at the end.

Tracey: We wanted to add to our current infokit on app based learning. We put out a call for video case studies to HE and FE community. 30 proposals were submitted, 20 submissions then. The institutions created these case studies themselves, with support from the digital media team, and we hugely appreciate the work that those institutions put into those case studies, and we know that many of their staff and students gained new skills and enjoyed that process. So, I’ll show you a taster but first I can say that the infokits are live. jisc.ac.uk/guides/mobile-learning. [watching Newcastle uni video – on their use of campus apps]. Now I’d like to hand over to our co-presenters…

Reflection: Tarsin, University of Birmingham – Social Work Social Media App

I am based in the social work and social care department, and we are finding that students come in and we want to engage them with ethical issues about use o fthe internet and social media…. So I created an app for students to use before lectures… I am both a social worker and a programmer and so I learnt how to programme this app. So I created an app where they take the role of a team manager, and it raises a number of ethical issues… Allowing students to relate their learning to real life practice… So these are realistic scenarios. I’ve used a comic book and games based approach here. If the outcomes are not appropriate, the user has to go back and try again. The student really has to think through the process… The students get competitive and share their experiences which is great, it gets them thinking and talking about those decisions…

So, you’ll get a choice of options – these are relatively vague verbal answers, they require the student to think realistically about what they would do… If they do make a poor choice, they get an alternative argument – a branching approach… some more arguments get put forward…. So they see a range of potential outcomes… They can be complex scenarios… For instance about foster children using the internet and how carers might be supported to ensure that risks are minimised. So the students can use the app before the classroom session, and then that is not a lecture/transmission format, instead students come in, they can work in groups and discuss those scenarios… Demonstrating potential outcomes from decision making processes can be so useful here.

[Q about app building] I was given a grant of £5k by my university and I used Flash ? which enabled me to develop once for both Apple and Android. The only other option would have been xcode.

Assessment, Feedback and Submission: Lewisham and Southwark College – iMovie and Socrative

Socrative (two versions, Student and Teacher) is an app is used for checking, understanding and feedback…. As a teacher you sign up, you get an id that you use – and students use that id to log into the app. Normally I’d login, and also reflect that on a display/screen… You can ask a question to your students, and gather answers back in… You can share or collaborate on quizzes etc – with colleagues etc. So you can explore questions and info etc. And as a teacher I can see the results coming in live… I can download that data to use again later on… You can use the Teacher App, you can also use Space Race – where you can put people into team… This is web based so you don’t need the app if you don’t want to download it. So we are showcasing this app (we didn’t develop it).

Content Creation: University of Nottingham – E-Lecture Producer App

We’ve used the idea of the e-lectures since 2008 but we were using huge amounts of bandwidth for our students in other countries… video was too excessive, so now we have slides with audio… And we use an app to produce e-lectures like this. Teaching staff record in a recording studio, or in their lecture theatre… You can easily cut the audio to match the slides – a nice interface to do that, to ensure you use your best recordings. Also it means that when you update your lecture for the next year… Sometime you just change a few slides… And you can focus on just those few slides, record the new sound and you are fine. This is a web based systems so you can use on Windows based server or Unix server. We used it, via links, in WebCT and more recently in Moodle. Prior to 2008 we did manual editing… We developed the app in 2010… We always need to invite some business contacts etc. for guest lectures and the app is particularly useful for that, since they are very busy, often can’t make it to campus etc. When they export their file they can upload or share it anywhere – and can send to us via Dropbox, OneDrive etc. And it is very flexible for making web casts/presentations. And those files can be played in the browser (no need to use an app to open/access). And to bring your slides in you import from PPT or PDF etc.

Assessment, Feedback and Submission: Perth College UHI – Hairdressing App

This app was actually the output of a research project… Thiswas a research project on the use of tablets in FE contexts, which we thought there would be. The outcome of that project was published in the ALT Journal for Learning Technology last year (Google “use of tablets in further education sector” to find that). So to look at this we looked at hairdressing mobile apps, also looked at apps for those with social and educational learning needs – using multimedia they tended to use the apps for eportfolio systems which seemed to work well. We looked at modern languages, again using multimedia in those contexts… We also brought proprietary apps for language practice, etc. So, quite a range of activity. So in terms of the hair apps we needed a framework for evaluation, how to understand the added value. We looked at the Salmon model – four main quadrants for that… The app automated feedback, put in triggers around errors – the student gets automatic feedback, keeps them ranked without too much more traditional teacher input. Android devices were more popular than Android devices… We went for Android devices because they were cheaper, and also it’s easier to deploy an Android app than an Apple app. In terms of BYOD that was something possible for students and staff. Also an element of the flipped classroom – students encouraged to prepare for F2F session. Students were generally more engaged… Student feedback was positive. They liked using tablets – but an element of novelty there. But they liked the app, particularly the feedback. There were some issues around privacy…. if accounts were left logged in on devices etc.

Panel Discussion and Q&A

Q1: The apps and how they were made – was there any reason that students weren’t involved in the making of these apps?

A1 – Birmingham Uni: They were involved in mine. I beta tested with students… that helped with the interface, and also the content and feedback.

A1 – Tracey: And there are other case studies in the Infokit

Q2: All of you have used native apps, is that more preferential in terms of user experience, but can also exclude some people. Should we be building web apps with more complexity or native apps?

A2: Perth: Absolutely. We went Android but I think we’d go HTML5 for all devices/traditional computer access would work

A2 – Birmingham Uni: Things have changed over the last 12 months. Responsive apps have become much easier to display well on all devices and that seems to be where things are going.

Q3: To all:

A3 – Birmingham: Something encouraging debate and discussion rather than traditional transmission

A3 – Lewisham: Engage your students

A3 – Perth: Try to ensure that you genuinely engage your students

A3 – Nottingham: I think being increasingly multimodal is the trend.

Integrating TV programmes into your learning environment – Carol Parish, ClickView & Angela

ClickView gives educational establishments access to thousands (2300) of educational videos which are designed for secondary schools and FE colleges. The videos cover a whole range of subjects. And those familiar with Classroom Video, who made loads of materials, have just been brought by ClickView, and we have other publishers content joining us soon. Any content put into ClickView can be put into our BYOD video platform. And with our tool you can embrace multimedia by building up libraries of content… We expose iFrames and URLs that let you embed content in VLEs, and use those videos on any device and any computer.

So, the focus of this session is our television recording function in ClickView. We are digital video solutions for educations. We use  high quality educational videos and TV recording to help teachers create engaging lessons and improve learning outcomes… We are trying to solve the issue of bandwidth by using local cacheing etc. The idea is to build a video archive using TV recorded content, your own content and ClickView content.

So we’ll look at trends from ClickView 24-7 Cloud… Top news programmes, top current affairs, top documentaries, top feature films and series. As a teacher (in my former role) I wanted to just show the small relevant clip of video in my classroom, rather than play the whole thing. Sites like YouTube can take longer in terms of time to find content, to ensure that you find relevant engaging content… So we’ll look at searching and saving time by finding relevant content… You can search every word spoken on TV in the past 2 weeks across all the major channels – you can find it, store it, edit it, embed it in your virtual learning environment. So teaching staff are able to access, edit and store content, make playlists, to share those, to make and build an archive. And when you search, you get to search all of the materials – can bridge to Eclipse, Heritage, etc.

So this is the interface for ClickView: http://www.clickview.co.uk/ [Carol moving to live demo]. So ClickView is a cloud video tool, which allows you to have a local cache – and local publishing point – to help deal with the realities of bandwidth. If you are not on campus then you use the Azure Cloud that we run our cloud services from. And you can use your library and media store asset manager here to manage your own content. Each user of ClickView have their own work space assigned. You can assign that space (I’d suggest between 15-100GB at max). The idea of ClickView is you can push content to your library so that content is held centrally for all of your users to have access to. The idea is that you build up a media library for your establishment, and allow students to have their own autonomy through their own space…

So Cloud 24/7 ClickView lets you access any free to air channels. We have an English and Scottish (which goes back 3 rather than 2 weeks) data centres. You can go to England or Scotland regions. We don’t yet have enough users in Wales to support that region – but it will happen… We have Radio 4 across both data centres but will have more radio… The difference with iPlayer is that you can save and permanently keep the materials you want. Typically ClickView runs 1 hour behind real time. And of course you can edit that content – taking those clips is probably the most powerful part of what is on offer, so you can use the most relevant part of what is on offer.

ClickView is a lot about community. We have the ClickView Exchange which other universities and colleges have collected resources, over 11,000 programmes there. Just to say though that this service is legal because of the ERA licence – which enables access to recordings of tv and radio as long as that’s for educational use on campus or online with login/password access.

ClickView has an analytics function which enables you to see who is watching what. You can take a programme, save it, make a playlist, and/or add to my establishment media library. Now, for any programme, ClickView captures 5 minute buffers at either end of a programme to ensure it isn’t missed. We offer videos at 240p or 720p (HD quality UK TV) – you can choose according to your access/device at the time. And if you want to upload your own content, we support a variety of resolutions up to 1080p, and a wide range of formats.

So, looking at the ClickView Exchange we have over 400 feature films, because of them airing on free to view television and covered by ERA licence. You will also find lots of content for media studies, etc. This area is populated by our customers. So you could select a programme, add it to the exchange for universities and colleges across the UK to access. Probably the most powerful way to access the exchange is to run a keyword search of that. I can then explore the results, play them, push to the Library Server at my establishment, add to playlists, share that playlists etc. And that sharing can have a privacy level to pick from. ClickView works closely with Moodle, Blackboard, SharePoint – we have plugins to make this stuff easier to do. So for Moodle you can use a plugin rather than use iframe or URL. So here the plugin allows you to pick ClickView video as a resource, then you can explore anything from your workspace to add that content in… And save that video to bring it into Moodle. Its a quick easy way to get content from television into Moodle.

The app in ClickView also allows you to create videos from your mobile devices into ClickView, and make available for assessment, for students to share work from a mobile device etc.

[response to audience Q about ERA]: Most universities and colleges in the UK have an ERA licence. That allows you to record anything from free to view television, and that includes Open University courses. You can use any free to air television for education purposes, you can edit them, you can use them in the classroom, in the VLE, and the extended learning environment. However your students need to be based in the UK/be accessing that material from the UK. If you are putting your own content in, that’s your own copyright. TED talks might be OK – because of their copyright status. But a DVD, say, would require you to have permission from the copyright holder as you would be changing the format. Similarly YouTube videos you’d need permissions.

So… Looking at today’s TV… one of the stories was about the amount of Asbestos in our schools… Just by seeing the sentence in which that word appears (in the search results) tells us a lot about what the content is… You can find a lot out here… The reason this works is because of the subtitles on programmes… But in the UK we broadcast subtitles as a picture, we need to OCR that to be able to search through those subtitles…

Angela levins, Stroud College in Somerset 

Angela is joining us for Q&A

Carol: How long have you had ClickView

Angela: About a year, we needed some tech set up and it took a while to get up and running with our super users first, but just had a huge training session to reach a far wider range of staff.

Carol: Why was there a need for this?

Angela: We had staff expecting programmes but not telling us they needed it recorded – they asked if we can it from iPlayer and we had to explain that for copyright reasons that isn’t OK. So ClickView is really useful for that.

Carol: And are they seeing the potential?

Angela: We have staff helping each other out, recording stuff for each others… And being able to clip that video to just the bit they need has huge potential – so they are motivated to use the editor and seem to be finding it easy to use.

Carol: In terms of getting staff to understand the vision, we ran a training session for all users last week – that’s part of the package

Angela: Yes, we will then be running advanced one to one sessions.

Q: Do you anticipate greater uses in some courses/areas

Angela: It seems to be across the whole college. Obviously media and film are keen, but hospitality for instance very keen. I think because there is so much stuff on the TV that can be helpful – even Maths staff have been engaging with us.

Q: How about usage of video they have made themselves

Carol: That’s actually the next stage for this organisation… That training is yet to happen for Angela but we’ll get to that.

Q: If you want a programme from 3 years ago, and not in Exchange, how do you do that? And how much does it cost to set up local infrastructure

Carol: We have a Yammer group, we have in-person 3 times per year forums. Between those spaces, it tends to be that we can find a university that does have it… Then that person can upload to the exchange. In most cases that works. In terms of infrastructure… ClickView4 is about to come out – that can run entirely as a cloud based system. With ClickView at the moment, for the folder structure, you need to be able to publish those – requiring either Server 2008/12 or a Windows 7 computer/s. Local cache is helpful for many organisations.

So, just to show you an example of edits here… I can quickly find the  bits of the programme I want…. And select the areas I’m interested in. I can use chapter breaks as appropriate – and you can name/label these. You can add or delete chapters. Teachers can do this from any machine, including from home. And once you’ve made those edits it will be in your work space, ready for use, in about a minute, and available in plugins in about 2 minutes.

To return to the issue of uploading your own content… You can upload to your workspace from your own machine… You can add a title, description and age rating… then Save.

Q: Do you have to apply for the copyright for that content of what you are uploading?

One should.

I will mention “Albert” – a curriculum mapping expert who helps save teachers time. This is mapped to the English National Curriculum. So we have built ito Albert – a crowdsourced tool – all the National Curriculum content. Albert will look at your content, Exchange content, and also in “Media Store” – where suppliers can provide their own materials. So Albert finds videos quickly in line with objectives for National Curriculum. You can also search by key words. An easier way to find videos than trawling through YouTube etc.

If you do want to go forward from ClickView I’d say you need engagement from someone on the curriculum side, someone from IT/Infrastructure and someone from library and learning resources. Then you’d have a visit followed by a one month trial

What the learners say: FE learners’ expectations and experiences of technology – Sarah Knight; John Webber; Ellen Lessner; Chris Fuller, Jodran Holder, Tyler Bond, and Nikolas Melo

This session is opening with the Jisc “Supporting learners with their use of technology” video… 

Sarah: I thought it was so important to include some student voices to open our sessions, and that student voice and engagement is so important to what we do. We have a number of these videos. This work began as both an FE and HE excercise – two parallel strands here but we’ll focus on FE. We had a comment of “I look forward to the findings. Too often we try and guess what our student expectations will be and often get this wrong.” and certainly we found that there is no one student experience or expectation of technology.

So this project – the FE Digital Student project – aims to support colleagues in FE to (a) decide how and how often to monitor changing learner experiences and (b) ?

We started a study last year, doing an initial review of where learner views on technology was at. There was very little post 2009. So the real difficulties were around actual learner views – lots from teachers and the sector but much much less on learners themselves.

Ellen: We has 12 focus groups with 220 learners. Last week in Edinburgh at a consultation event we heard that staff wanted research evidence for their decision makers. This was done as research, we took specific subjects, looked at 1st year and 2nd year students. Within a subject area within year 1 or year 2 there weren’t huge differences, but between subjects there was a lot of variance. So we selected five subject areas here including childcare and IT.

But how do we do research in FE? So many levels are supported here… We had a learner profile – this was done by the tutor and could support students filling that out if needed. We then came in, had rooms set up with round tables, and we had a standard protocol to ensure these sessions were comparable. And we did a card sort exercise. Doing research in FE means needing to have staff who understand FE undertaking that research.

Sarah: One of the other things we’ve done is put together a blog post on running this sort of research – see digitalstudent.jisc.org for this and also the resources from the card sort activity. We also had feedback from staff that this was a useful process for them too.

So, what have we found from the literature, focus groups, and the consultation events (4 of the 6 have happened now). Probably not too surprising perhaps:

  • Their learning to be enhanced by the colleges use of technologuy ef VE, online submission and assessment
  • To have anywhere anytime any device access to coure materials
  • To have acces sto both formal and informal (e.g. social media) supports on and off campus
  • To learn at college how technology is used in the workplace
  • To be asked aout their views and for them to make a difference

And that latter point certainly has relevance for thinking about elearning strategy and development. But I hope these are areas of work that you are involved in, and developing. But our research should be useful evidence for you to use in that, in working with decision making.

We have created a model from this work. FE is very complex, there are so many different requirements, levels, and backgrounds our learners have. So there was a model was put together by Chris Davis at Becta – segmenting into “Unconnected and vulnerable”, “mainstream pragmatists”, and “Intensive and Specialist enthusiasts”, and that helped us to look at a framework for supporting learners with technology. Pragmatic mainstream learners seek support from tutors, so pedagogy-led experiences of technology are substantial. For the unconnected and vulnerable access-led experiences of digital environments are key. And at the enthusiast end of the spectrum we see learner-led and technology-led experiences.

Importantly from the focus group work we found 7 key themes for our FE learners:

1. Don’t assume we are digitally literate – hence the importance of tutors and teachers, particularly for using technology for learning and skills

2. We need ongoing development – and want to understand more about digital tools

3. We expect the same (or better…) services as in school – including having technology they need

4. We expect colleges to provide what we need –  including access at home

5. We expect modern learing resources that are easy to find and use – and consistency there.

6. We want to work with lecturers… – recognising teachers knowledge and expertise but also students understanding and ideas of how technology can support their needs.

7. Ask us what we need… – much more than surveys, they want a real voice here.

John: I used to manage technology for a site with 1000+ staff. Recently refocued on learning technology innovation. This work was informed by my work in the wider context of teaching and learning…

So, student voice is something OFSTED requires us, along with others, to do this… It’s where this stuff starts, but, regretably also often stop. We ask students questions at the start of each year… We’ve been moving further to escape the trap of just asking students to talk about quality of teachers with closed ended questions… Limited opportunity to unpack students comments and criticisms…

So, we adopted a process of Funded Action Research Projects, that are clear about what impact we seek to achieve, and how we will measure that… And part of that is involving students from the start, getting their views, eliciting their views throughout. Myself and a colleague has a chance to go in as an observer for their views on digital technology. Engaging students early on elicits some very informed and informative views. Having an idea of what you want to achieve is useful anyway, even if your focus in on the intervention of technology. And seeing students as partners help them understand that they are not passive in this process…

One of the things here has been the use of Flipped learning. We asked students to help us think about what they saw at various stages in the process. One student said that initially they thought “What? Homework”… And then they discriminated between homework and flipped learning.. because flipped learning was more useful (slightly sad to hear but…).  And students said “Set and maintain clear expectations”, and they also said “don’t repeat yourself” – don’t accommodate those who have not prepared, it punishes those who have prepared. Instead there was an ipad at the back of the room – and that became “the ipad of shame!”.

Students liked being able to pause the videos, to take better notes – some tutors recommend the Cornell Note Taking process, a sophisticated mechanism that really supports learning. And students reported getting much more out of class. Students also enjoyed being able to do their work outside the college day, when commuting, to catch up if off sick. Students talked about it levelling the playing field – those who picked things up quickly had space to do that, those who picked it up more slowly had space to learn and catch up so all started class at a similar point. All this from 5 minute videos with slides…

But we are moving from asking students to be our evaluators, to encourage their agency in this process… To encourage a digital leadership team of students. To help us find new opportunities that are available. And our students here didn’t wait to be asked…. they came to us!

Student 1: We live 30 miles from college… We travel 90 minutes a week, for a 1 hour session. We asked our tutor if we could Skype into class, and that means we can attend when we might otherwise be challenged to get there. This college is a really open college – Chris and I have attended 3 colleges before and others would have never been open to this. And that is a real issue, we could end up behind but these technologies mean that we’ve stayed up to date.

Student 2: Skype can be an issue – can lose connection to our teacher… Had to find online resources, ways around the tutor. So all three of us use Collabator, to share our code and work together, resolve issues without our teacher.

John: And these students are at least as up to speed as those working in class.

Chris: We still see our lecturer, Kev, twice a week… And we work together – can chat when the teacher is talking, work through an idea, figure it out. Then we can confirm with Kev later on that we have gotten the right idea. It’s more flexible and it works better.

Student 3: Was introduced to flipped learning at the beginning of AS years… So by the time I come to class I have a basic understanding of what the teacher will be talking about… It flips the idea that you learn in class, revise at home. Instead you learn at home, and revise and discuss in class… It’s like having a 24/7 home tutor – can just go back to YouTube and rewatch. My grades in classes using flipped classrooms have skyrocketed versus other subjects. And for instance my psychology tutor has summarised our textbook so that you can find your way through so much easier. She also has a blog sumarising each week’s lesson. Flipped learning has taught me a lot… You learn at home, revise in lesson, and catch up again at home if you still aren’t sure.

Student 1: Learning in a home environment has worked really well for us. At home we can find ourselves ahead of the class… we work together, we learn from each other and how each other learn. We’ve had lots of group projects – and we’ve really come to realise where our skills lie. We are a friendship group, not sure any group of 16 year olds would work. We were friends beforehand and that does help. But learning at home in a comfortable environment helped us, it gives us confidence… and then when you hit class I think you feel much more receptive and able to learn.

Chris: Often at home we’ve found things we want to learn, that aren’t covered in the lesson… we look something up… and a few weeks later that will come up in class… that really strengthens our understanding.

Student 2: Also for me using my own computer really matters. College computers aren’t that good. We have been working on Unity, and we have 2GB limit, so doing this stuff on my own computer can be a really big benefit as well…

Sarah: I think that gives us some really really valuable insights into our own expectations…

Chris, Woolwich 6th Form College: Would you guys who work at home a lot – would you be harder working normally… or

Chris: We did 2 years at sixth form, weren’t doing subjects we were passionate about. Dedication comes from that, and not something from every student perhaps.

Student 1: We are all very lazy basically… I put same effort at home as in class. One of the reasons we put in effort at home is that essentially is a day off and we could lose that easily if we weren’t putting the work in.

Chris questionnner: I think you are all university students, without knowing it… Have you had any issues with people not doing the work?

Student 3: Our teacher makes students do that walk of shame to the ipad if they don’t prepare, that helps!

John: I sat in on a class last monday that had been experimenting with flipped learning. A full class of 25 were there, not just enthusiasts. I asked if they all did that, and they said “of course, it would be so stupid not to”. It takes about 2 weeks to establish that sense that you don’t come to class if you don’t do the work. But students tell us they have to be firm..

Q: If this was functional skills, English and Maths, would it work the same?

Student 1: I would say there is still a big stigma that students don’t want to learn. Students are more passionate about subjects they pick. But students really want to learn… If students don’t want to be there, don’t make them. For English and Maths it’s so important, but those essential skills are less appealing… but there is still that idea that teachers are at the top, students are at the bottom… Students do want to learn so that has to be recognised.

Student 2: I think that working from home for functional skills… well if the students weren’t passionate it would show quickly – it would show really fast if we didn’t do the work.

Student 3: There is evidence that digital media can help people to develop English skills, across any subject area… So useful for subjects like English and Maths too!

Q: What do your parents think? And have their heating and food bills gone up?

Student 1: I think they didn’t quite believe we could do that… We have had some wifi issues… But we have also used CollabEdit and RealTimeBoard to get round any difficulties we do have – on our own.

Student 2: We have a genuine need, so we find a way around this…

Gary, Stroud College in Somerset: You are obviously doing a course you enjoy, in an environment you enjoy. What happens when you hit the world of work?

Student 1: Our Skype day is our least favourite of the week… We do do stuff that we don’t like, because there are courses we don’t like but we know are important to getting that A-level that will enable us to access that world of work.

Chris: The reason for Skype here was that the long travel times limited our amount of time to do work, to find part time work. The whole thing was to save us money… We wouldn’t have come to Skype without that need.

Student 2: To put a number on this… If we went into that 1hr20 minute lesson, travel would take over 5 hours out of our day.

John: How many know that PISA now measures collaborative problem solving… They snuck it under the radar! One of the reasons I was so interested in this group of students is that they have evidenced very high level collaborative problem solving. We’d have struggled to come up with scenarios to test that so realistically.

Sarah: I’d just like to thank John. And that comment that you are already university students, without knowing it. That reflection and understanding of your own learning is certainly applaudable.

Before we finish I wanted to share some resources that may be useful to you… [and we have a postcard to complete, which I will be filling in momentarily!]

So, resources here include:

  • 50 institutional exemplars (based around 7 challenge areas)
  • “Digital students are different” posters – those are in the room today but also available for download, to act as a trigger for discussion.
  • “Enhancing the digital experience for students” cards – to enable more detailed discussion on taking stuff forward, enhancements that add value and make a difference for your learners
  • FE Learner voices videos
  • “Enhancing the student digital experience: a strategic approach” guide – jisc.ac.uk/guides/enhancing-the-student-digital-experience

So I hope we have provided you with some inspiration and food for thought. If this has enticed you to find out more… our next session at 4.30, in Hall 7, will focus on university student experience.

Staff-student partnership working to effect institutional change – chaired by Peter Chatterton with Sarah Knight (Jisc)

Sarah:  a very warm welcome to all of you today. It is such a privilege to showcase institutions who are working with students. We have three fantastic examples of that working in practice. I will start with a brief introduction to the change network, but we will mainly focus on our learners and their experiences.

  • Fiona Harvey with Anne and Rebekah iChamps, University of Southampton
  • Deborah Millar, with Kirsty and Student Digipal Cai Rourke from Blackburn College
  • Tim Lowe, VP Education with Dr Stuart Sims, research fellows (student engagement), Eli Nixon-Davingoff, student fellow at University of Winchester

The vision for The Student engagement partnership, running over the last few years, has been about establishing principles for institutions to use to guide their engagement with students – and the importance and benefits of that. There was a 2014 NUS Report on “Radical interventions in teaching and learning” talks about the importance of students being active and engaged agents of change.

So, what is the change agents network (CAN)? It is a network to support students working as change agendes, digital pioneers, student fellows, and students working in partnership with staff on technology related change projects. The network facilitates the sharing of best practice through Face to face networking events, CAN monthly webinar series, CAN case studies. And we have a student partnership toolkit, for organisations looking to embed student partnerships in their practice. (see http://can.jiscinvolve.org/ or @CANagogy).

We have set up a SEDA accredited Jisc Institutional Change Leader Award, to recognise and showcase work in this area. We are also about to launch our first issue of the new Jisc Journal of Educational Innovation Partnership and Change – a peer-reviewed online journal welcoming articules case studies, and opinion pieces. Do get in touch as we have the next  issue being planned at the moment!

So, we will now have 3 quick pitches for today’s session… then you can choose 2 of the 3 sessions to hear more about.

Fiona Harvey with Anne and Rebekah iChamps, University of Southampton

We have iChamps at Southampton, Innovation and Digital Literacy champions. These sit alongside other student champions – around feedback, accessibility etc. We have a placement scheme with our careers service – they fund half of the time of the students over summer/easter etc. Our champs are in Music, Biological Sciences, Social Sciences, etc. They are there specifically to support the development of skills of staff and students. It’s about showing academics how to make a website, say, rather than doing it for them. All of the iChamps and champions have great online presences, great digital literacy skills, etc. What’s in it for them? Skills, expereince, profiles, etc. And the university benefits too – not just academics but those who work with and support them. We based this on digital literacy model (e.g. Future Lab structure). They start with a Digital competancies quiz to establish what their skills are, where development is needed. We have iPad coffee clubs to talk and try… We give them tools. We give them iPads (if they don’t have one) so that they can actually show this stuff off, demo or review apps in discipline specific areas. The champs get monthly support sessions – on new tools, on their online presence. And additionally I can be accessed via WhatsApp, SnapChat, Facebook etc. And they ahve a blog as well. And we have an iChamp badge – a group of three badges, as they work with academics they gain badges for their LinkedIn presence, etc.

Deborah Millar, Head of eLearning with Kirsty and Student Digipal Cai Rourke from Blackburn College

I’m Deborah from Blackburn College, to introduce the Digipals (#Digipals)… We use digipals as drivers of change, digital leaders, trainers, collaborators, creators… 12 members of staff looking for digipals to work with them. We have interventions to see how to make things more fit for purpose, more technology enhanced, etc. So we have an A-team style video to introduce the team to staff and students across the college… Fun and silly… So, what are our drivers for using technology? We look at it from a learner’s perspective – we want joy and playfulness in education, to be inspired to learn inside and outside the college… And we want staff to create more stimulating and interactive lessons, should provide further opportunities for collaboration on a global leel… And as a college we want to enable us to deliver deeper, more effective and cheaper learning. We have three questions for our learners – do you use technology in your learning, what is it, and how does that benefit your learning.

We have staff digipals, and we have student digipals… I want staff and students to be working collaboratively, to be treated equally… and I want employers and schools to come in… And the student voice informs our strategy and vision. We do research with our students… we have surveys about expectations and experiances, to help demonstrate to staff, and to college, that these opportunities really matter, that they expect that technology as part of their learning…

Tim Lowe, VP Education with Dr Stuart Sims, research fellows (student engagement), Eli Nixon-Davingoff, student fellow at University of Winchester

Tim: We had technology based research fellows in the learning and teaching section, as a proof of concept in 2012/13. We had student reps across the university (over 400) providing student voice. But they only did 10-12 hours per year. And there are lots of barriers to learning, loads of technologies to look at… We needed students to commit more time, to engage more strongly. So we set up a bursary to support 100 hours of student time. We won’t pay students hourly – changes relationships – hence bursary. So we recruited 60 student fellows… We had a really big mix of students – mature students, commuting students, some that were just annoyed at the university and wanted to make a change. Students can benefit themselves but also benefit their department by their impact. And those lessons learned have been shared across those student fellows…

Stuart: We have 60 students cross 53 projects. We had four key themes across those. The projects are identified by students or by staff or by support staff, and students then do research and exploration. The themes are technology, design and innovation, etc. Of these projects 53.8% benefited students, 69% improved their programmes. The second year is now in progress, have funding secured for next year, and it is increasingly embedded in the organisation.

Eli: My project was about an issue of students not making the most of contact time. We are expected to have 36 hours of contact time for a module across a semester… In the form of 3 hour session per week.  I applied to be a student fellow, I was able to work with staff in our department (sociology) and co-created an online questionnaire, went into lectures and asked students to fill in surveys on their phone. I had 76 responses from 1st, 2nd and 3rd students and generated data that will be used in future committee meetings on departmental timetabling decisions etc. Obviously that stuff could be applied to any subject later on as well.

I get to pick sections… I’m starting with Southampton

Q1: How does this work?

A1 – Fiona: The staff member has a question to explore, or area to think about… usually a student that they already know… And then I help them get trained up, support them to do that role… There is only one of me and our students understand the module, they are taking that course, and they influence the time. The iChamps do meet to discuss and share experiences, but f2f can be hard. We have a facebook group… and we will have a conference for all of the champions – not just the iChamps, to share and discuss….

Sophie: So we have specialist iChamps in sustainability, accessibility but there are core skills – photography, portfolios, how to write a blog etc. are areas we train all of them in.

Fiona: And actually we had this eportfolio tool, showed it in an authentic context, the use of that by iChamps has really demonstrated the value. And they can have several different types of eportfolios, and the badges system means they can create an eportfolio for each badge area. Our sabbaticals use eportfolio. And our medics use it in a very different way, to show the courses they have taken.

Sophie: I have portfolios for my role now, for my former experience as president of Winchester University Students, for my role as a classical singer… A great way to show off those skills and experiences.

Fiona: We had a wishlist for functionality… and students use it but also encouraging staff to use it too. Students want to show employers that they have their LinkedIn profile, links to portfolios. We got students to evaluate it…

Rebekah: With employers in the corporate sector, they have all told me they are sick of A4 PDF CVs and applications, they are boring. They much prefer a video of that experience, say, linked from a CV, but these online resources can see these things, they can see you, they can see you doing things that are enjoyable to you… and that these are real rounded people…

Fiona: the “3D Students”

Rebekah: And employers expect us to know how to use this stuff – Twitter, Facebook, social media etc.

Fiona: One last thing: It’s not easy though!

And now moving to the Winchester one… which is more of a round table session/discussion

Q1: How does student union fit in?

A1 Tim: We have a very small student union, very commercially orientated. We have lots of representatives… we had staff willing to work with students, but few students can volunteer that amount of time… If they can financially afford to do it, the enrichment is worth it, but that bursary bridges that gap. But the driver was from our executive team. We knew this stuff mattered… We spend 5 hours a week empowering 60 students to do something. The finances isn’t the main thing but the students also get the social research training. And these students are being change agents. We wanted the idea of “fellow” to reflect their relationship/similarity from staff fellows. So, our main motivation, which was from the student union, was to use this programme to focus on so many things. And Eli’s project won’t just benefit her courses, but out into other courses, all 7000 students there.

Stuart: Now that I can  empower Eli to do this sort of work…

Sarah: That impact of Eli’s work across the institution. Research can often be local to one department and not shared across the organisation. And you have that strategic support of the whole organisation.

Tim: We went to all of the deans of the colleges and spoke to them before the project, and we kept the university managers informed as well. We can update on all the projects but you need more. So we have an annual conference for the student fellows, these are staff development opportunities. And stuart speaks to more school sub committees as well. It is a partnership… It is students, but also staff too, that partnership matters.

Stuart: That initial funding from Jisc was so important. We trialled the methodology, mainly in Law, and can apply that elsewhere and look at themes across the university

Eli: Like student safety

Stuart: We had a student present to the vice principal, who is now looking at change based on that.

Q2: How do you envision funding the scheme

A2: We had money from Jisc to pilot, then the first year we co-funded between the student union and the university. We demonstrated the concept, the university now pays, but the co-directorship by the union and the university is still there. But that sharing across different areas of the university, sharing with the student representatives, and we’ve also now got more reporting to support that and ask students to create abstracts/outlines for their projects to share.

And with that it’s back to the room….

Comment: The confidence and drive and vision and fun of these people leading these projects is brilliant, and the whole sector should thank them for that.

Sarah: What we wanted to try and get you to do was to get a taste of practice taking place across the sector. To have three different examples, start to help us evidence the importance of working with students. It has been so important to have students with us in the room today as well, and we really appreciate that.

We are looking to gather together discussion across people interested in this area, and we have a newsletter with information relevant to the CAN network. All three organisations here today are also case studies in our digital student site (digitalstudent.jiscinvolve.org). If you want more information do get in touch, join our mailing list, etc. We have an exciting 2 day event here in Birmingham coming up in the next few weeks.

Keynote from Bob Harrison

Robert Haymon-Collins, Jisc Executive director customer experience is introducing the closing keynote for this first day – and a thank you to our online participants and also to our wonderful sign language interpretors. Bob is someone who tweets a lot and I find so much of my best stuff comes from him! He has a huge variety and role in FE and skills and without further ado I’m handing over to Bob Harrison [with a brief stop for Bob  to take a selfie for his wife!].

Bob is starting with a straw poll here of FE organisations (lots), Adult and Community (low), Prisoner and Offender (none), other skills (few), and HE (a fair chunk). 

So, why FELTAG… FELTAG started with a tweet. I’d been criticising Jisc, alongside just about any quango that had anything to do with technology in education. I tweeted that. I found I had a tweet direct from the Minister – he said “dear Bob, I agree, I have no money. Lets meet and chat”. So we did… We have people in the sector keen to use technology, but issues of the sector and infrastructure don’t allow that. Now I’m passionate about FE and Skills. One of the colleges I worked at was funded by a penny tax from miners, choosing to educate their children. And my thesis is that our industry has it’s origins in this post industrial revolution culture. And that’s not where we need to be.

What is FELTAG? The last report we have, from 2012, showed less than 30% of FE and Skills were making effective use of technology. So the Further Education Learning Technology Action Group have a mission statement to aim to best support the agile evolution of the use of technology in FE and Skills.

And now, a cautionary note on research… with a tall tail of lions and zebras… how long and how you observe makes a big difference…

Sorry I’m a bit croaky btw, I had to come down today to support Jisc in what they are doing… And the great work Martyn has been doing to refocus what they do to really include FE and skills.

The Northern College for Residential Adult Education, set up by money from slavery… and an aside that recent funding cuts to adult education have been less than helpful here… however… What gives me greatest happiness is when you find, say, a 55 year old miners wife about to go off to Sheffield University, thats great!

OFSTED have reported tutors making good use of innovative learning and technlogy… But that’s the past… this is the future, my grandkids. The eldest came home all excited about going on a school trip overnight… She’s excited and keen! My daughter rings me, and she’s going through the list of what Millie has to take with her… halfway down it says sleeping bag, toilet bag, etc… If Millie wants to take photographs she’s allowed to take one disposable camera… She doesn’t know what that is! How do we take a system – schools as well as FE – that’s designed on an industrial, Taylor-based, type system whose assets are in land and buildings… And reinvest those assets in what will be fit for a digital future – from chalkboard to Millie’s iPhone (which she’s banned from using, of course).

The music industry has moved on a long way… You look at pictures from the nineteenth century versus a modern college.. looks the same, the only difference is a PC on the desk (in rows). So what is taking us so long? Well Prof Diana Laurillad talk about the barriers to change in the sector. I work at a technology company, Toshiba, and have done for a long time… Whilst technology doesn’t change learning outcomes…. But there is a correlation between organisations using digital technologies and improved learning outcomes… If we think about the Sigmoid Curve… and at Blockbuster, Woolworths, Kodak… there is  a paradigm shift required to change thinking, to keep up with technology. And that requires input at leadership, governance, etc, where FELTAG focuses and where Jisc needs to focus. FELTAG is about paradigm shift. But paradigm shift is hard…

Now, I think we need to sell physical buildings and assets… When you see colleges, with huge investment, they are empty for months on end… and not fully occupied when in use. We need to move funding further up Bloom’s taxonomy. The key principles are about realising assets we have, and making use of them, and reinvesting them… We had a six month report on FELTAG, from BIS….  We also have the House of Lords Digital Skills report. It’s not about new technology, it’s about new thinking…

Returning to our tall tale on research, Bob finishes the story saying that we can’t wait for research, to start doing what we need to be doing… 

So… we have a new ALT group with great people on board… But what happens if FELTAG doesn’t happen? Well these future learners will leave school with no books, no papers, no pens… no printers except 3D printers… They will be want to go to an FE college that can provide them with all the digital tools and technologies they need and expect to have. And only you, only you, can make that happen!

And with that we draw to a close… I will be at Digifeast later so if you corrections and comments on the blog, want to ask me about Jisc MediaHub, digital footprints, digital education, or just say hello, do keep an eye out!

 

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