Learners Technology use in Further Education

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<p>PowerPoint Presentation</p> <p>Learners Technology Use in Further EducationProf. Rhona Sharpe, OCSLDProf. Liz Browne, Education Dr. Greg Benfield, OCSLDDr. Metaxia Pavlakou, OCSLDDr. Winnie Wu, OCSLDMarilyn Hockley, consultantEllen Lessner, Jisc consultant</p> <p>http://digitalstudent.jiscinvolve.org.uk</p> <p>Mix from HE and FE1</p> <p>How did this research arise?</p> <p>Invitation to Tenderhttp://digitalstudent.jiscinvolve.org.uk</p> <p>Part of JISC digital student programme2</p> <p>Focus of todays session</p> <p>Learner profileCard sort</p> <p>LEARNERS IN 6 FE COLLEGESMALEFEMALETOTALBTEC Level 3 extended diploma ICT 26329Health and Social Care Level 333134Animal Management102434A level Sociology202242Child Health and Social Care Higher32629Creative Media Production262248TOTALS88128216</p> <p>Conceptualizing differences in learners' experiences of e-learning: a review of contextual models </p> <p>Sharpe (2010) Available from HEA website</p> <p>Six broad conceptions for learner difference</p> <p>Sharpe (2010)Experiences are determined by the changing role of technology in societyExperience is a complex interplay between the spaces student inhabit, the tools they use and the people they engage withLearners experiences are a malleable response to their local pedagogic contextLearners think and conceive of learning differentlyStable differences in personality cause individuals to respond differentlyExperiences change over time as learners mature</p> <p>6</p> <p>Why do we need primary research?Find evidence with supports our experiencesOr challenge our assumptions about learnersSee if our experiences are shared more widelyAssess how quickly things are changingProvide evidence which can be used by teachers, managers and policy makersLook for relationships between variables in complex situations </p> <p>7</p> <p>Which of these do you expect to be able to bring on to campus and use?</p> <p>What do YOU know about learners in FE?What percentage Own a) desktop b) laptop c) tablet d) smartphone?Every day use a) computer and b) internet Use social networking websites in social lifeAccess course materials through a VLE</p> <p>LEARNER PROFILE1.a) 37% own a desktop computerb) 83% own a laptopc) 55% own a tabletd) 93% own a smartphone</p> <p>2. a) 76% use the computer every dayb) 94% access the Internet daily</p> <p>LEARNER PROFILE1.a) 37% own a desktop computerb) 83% own a laptopc) 55% own a tabletd) 93% own a smartphone</p> <p>2. a) 76% use the computer every dayb) 94% access the Internet daily</p> <p>3. 93% use social networking sitesBut 47% use web forums to find out about a subject</p> <p>4. 47% access course materials through the VLEBut 60% use online learning materials they found themselves.</p> <p>Which do you use in your personal and social life?</p> <p>Which do you use in your studies?</p> <p>Patterns of useVARIABLES OF INTEREST</p> <p>A3. AgeA4. GenderA5. College (course)B6. Ownership (desktop, laptop, tablet)B3. Use a computer (daily, few times a week, less than this)</p> <p>What has relationships with personal &amp; social uses of technology? Significant Chi-squared tests</p> <p>What has relationships with educational uses of technology?</p> <p>Significant Chi-squared tests</p> <p>Taken off that first cluster of search engines etc because assumptions of chi-squared not met because frequencies so highAlso last two taken off (vC and simulations cos no-one doing them)</p> <p>Not sure what is going on with Gender and Course here. Did have some courses with high gender skews (ICT nad child health)16</p> <p>What is associated with technology use?FINDINGSOwnership and use of technologies is high but not totalThere are differences between how learners use technology in their personal and educational livesWe think we might be seeing a pattern of use from intensive computer usersThe ways that most learners use technology in support of their studies is predominately influenced by the course.</p> <p>Theres a lot more in the data to pull out e.g. year of studyHavent started looking at disability / assistive technology</p> <p>17</p> <p>Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)Mediators Beliefs about..Performance expectancy the usefulness of the technology for personal gainEffort expectancy... degree of difficulties or ease of technologyFacility conditions the organisation and technical infrastructureSocial influencesBeliefs of others about the above</p> <p>What other factors might mediate technology use?</p> <p>If the course is so important, how can teachers moderate18</p> <p>Venkatesh (2003) User acceptance of IT, MIS Quarterly, 27(3)Mediators Beliefs about..Performance expectancyLearners are committed to technology as an enhancement to their educational performance Effort expectancyAccess to technology considered to be good, Facility conditionsConcerns that technology is not industry standardLearners want to be consulted about tech choices.Social influencesLearners who are good at technology are respected by their peers. Learners support one another.</p> <p>Some findings</p> <p>If the course is so important, how can teachers moderate19</p> <p>Card sort activity</p> <p>Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of studentsParticipating in the discussion is important to this exerciseListening to the students (or staff if used in staff training) discussion will give you a lot of information. Recording comments isnt easy but it may be valuable.If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.20</p> <p>Instructions for card sortTake the cards out of the envelope and lay them on the table so that all are visible.Put the theme heading at the top and after a group discussion, put the remaining cards in order of importance underneath the theme cardIf you want to add something to the existing cards, use a post-it and stick it on the Any other card.If you dont understand a card or consider it unimportant, put it back in the envelope.Timed exercise keeps everyone on task. </p> <p>Normally would put cards on flipchart paper with blutack and pin all on the wall for further discussion and comparison of different groups of studentsParticipating in the discussion is important to this exerciseListening to the students (or staff if used in staff training) discussion will give you a lot of information. Recording comments isnt easy but it may be valuable.If you would like to look at the cards from another theme, just ask but please put first theme cards back in the envelope.21</p> <p>LEARNER EXPECTATIONSLITERATURE REVIEWLearning to be enhanced by the colleges use of technology e.g. VLE, online submission and assessment, mobile learning.To have anywhere, anytime, any device access to course materialsTo have access to both formal and informal supports on and off campusTo learn how technology is used in the workplaceTo be asked about our views and for them to make a difference</p> <p>FOCUS GROUP FINDINGSLITERATURE REVIEWLearning to be enhanced by the colleges use of technology e.g. VLE, online submission and assessment, mobile learning.To have anywhere, anytime, any device access to course materialsTo have access to both formal and informal supports on and off campusTo learn how technology is used in the workplaceTo be asked about our views and for them to make a difference</p> <p>FOCUS GROUPSModern learning resources that are easy to find and useThe college to provide what we needThe same or better services as in schoolDont assume we are all digitally literateWe need ongoing developmentAsk us what we needWe want to work with lecturers</p> <p>Why do we need primary research?Find evidence with supports our experiencesOr challenge our assumptions about learnersSee if our experiences are shared more widelyAssess how quickly things are changingProvide evidence which can be used by teachers, managers and policy makersLook for relationships between variables in complex situations </p> <p>24</p> <p>Find out moreDigital Student#digitalstudent</p> <p>Rhona Sharpersharpe@brookes.ac.ukSarah Knightsarah.knight@jisc.ac.uk </p> <p>http://digitalstudent.jiscinvolve.org</p> <p>Except where otherwise noted, this work is licensed under CC-BY-NC-ND</p> <p>Go to View menu &gt; Header and Footer to edit the footers on this slide (click Apply to change only the currently selected slide, or Apply to All to change the footers on all slides).</p> <p>25</p> <p>GenderCourseComputerAmount of use</p> <p>Wikis/blogs</p> <p>GamingM</p> <p>Online discussionsM</p> <p>Download podcasts</p> <p>Own blog/website</p> <p>Social networking--</p> <p>Messaging apps--</p> <p>Video streamedM</p> <p>Video on demand</p> <p>Smartphone</p> <p>Upload video/photoF</p> <p>GenderCourseComputerUse</p> <p>Mobile/tablet</p> <p>Learning materials found myselfM</p> <p>Submitting assessment</p> <p>SpreadsheetsM</p> <p>CBTM</p> <p>VLEM</p> <p>Web forumsM</p> <p>Whiteboard</p> <p>Web presentM</p> <p>Design toolsM</p> <p>e-portfolio</p> <p>Discussion forum</p>

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