making a difference with technology-enhanced learning - sarah knight and samantha clarke

PowerPoint Presentation

Making a difference with technology-enhanced learningSarah Knight, Senior co-design manager, Student Experience

Making a difference with technology-enhanced learningWhat difference can technology enhanced learning make?Whats the current state of play?What are students saying?Whats the challenge?

30/06/2016Making a difference with technology-enhanced learning

Making a difference in what way?30/06/2016Making a difference with technology-enhanced learning

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 expectationsPreparing students for the digital world of workBringing to life things that would be impossible or too expensive to do for real in the classroomEnabling flexibility for students place, pace, mode of deliveryHelping learning providers reach larger cohorts and for HE, a worldwide student bodySupporting accessibilityEfficiency (though covered in morning presentation)Enhancement eg enabling more productive f2f time; enabling various types of collaborative task, etc.

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Whats the current state of play?Increased focus on getting the basics rightLots of pockets of innovative technology-enhanced practice often led by individuals or course teamsSome examples of large-scale institutional moves to change delivery modelsFlipped learningOnline modules or regular online sessionsLooking at strategic, institution-wide use of technology30/06/2016Making a difference with technology-enhanced learning

Need to look at mainstreamed/institution-wide uses as its the only way youre 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 expectationsSome examples of large-scale moves I think theres more of this per size of sector in Scotland than elsewhere, particularly in HE.01/07/20165Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all)

Broad brush TEL environment in HE, FE and Skills30/06/2016Making a difference with technology-enhanced learningMore variationGaining fastWidely usedUnderpinninge-portfolioSocial media, collaborative spacesOnline assessmentOnline learning resourcesLecture captureOnline submission and feedbackVLENetworkWi-FiDevices and printers

YOU MAY NOT WANT TO USE THIS IVE LEFT IT IN JUST IN CASEThis refers to the strategic, institution-wide use of technology.Need to look at mainstreamed/institution-wide uses as its the only way youre going to be able to systematically make the kind of differences we were talking about on the benefits slide.Were 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. Thats fine and to be encouraged, - no point in tech for techs 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.01/07/20166Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all)

Jisc student digital experience tracker dataData from the pilot of the Jisc student digital experience tracker Designed to provide a snapshot of students' digital expectations and experienceFebruary-April 201610,753 students across HE, FE and skillsFull report: http://bit.ly/student-tracker-report


Headline 1: Sector differencesThere are significant differences between HE and FE, particularly in the areas of:Personal access to devices (generally higher in HE)Use of institutional computing and printing (generally higher in FE)Access to institutional digital services (generally better in HE)Access to guidance on digital issues (generally better in FE)Digital activities as part of a course of study (generally more widely undertaken in HE)30/06/2016Making a difference with technology-enhanced learning

Headline 2: guidance and supportAcross the board, access to digital guidance is lower than we might expect. For example:Less than half of all students say they have received guidance on modifying devices to suit their individual needs, or creating a positive online presenceLess than two thirds of all students say they have received guidance on: bringing your own device, or developing digital skills relevant to their course


Headline 3: digital activities on courseHE students are significantly more likely than FE/skills students to have produced work in a digital format, and to have worked online with others

Overall, during the last six weeks:9 in every 10 students found information online7 in every 10 students produced work in a digital format5 in every 10 students worked online with others3 in every 10 students created a personal record of their learning30/06/2016Making a difference with technology-enhanced learning

Headline 4: overall digital experienceShould we be doing better?Around 7 in every 10 students say that when technology is used by teaching staff it enhances their learning experienceJust over half believe that digital assessments are delivered well31.5% of HE students and 44.5% of FE and skills students agree that they are told how their personal data is stored and used37.5% of HE students and 43.2% of FE and skills students agree that learners are involved in decisions about digital services30/06/2016Making a difference with technology-enhanced learning

Mainstreaming technology-enhanced learningStaff and student digital capabilitiesMoving from pilots and projects to large scale serviceHolistic and wholesale embeddingPlanning for both innovation and service deliveryEvidencing impact and value


The need for consistency (where useful not complete standardisation) emphasises the importance of mainstreaming innovations so they dont 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


So how do we get there?30/06/2016Making a difference with technology-enhanced learning

Technology that works

Leadership

Strategic approach

Review current support

Time, CPD, recognition

Embed in curriculum

Students as partners

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.)


Sources of guidance and inspirationhttp://bit.ly/telconnectmore 30/06/2016Making a difference with technology-enhanced learning

What one thing?30/06/2016Making a difference with technology-enhanced learningSend a text to 0207 183 8329 starting with digi

NOTE - if you dont start the text with digi, it wont go to our inboxWhat one thing can you do drive forward change with technology as a result of this session?

Sarah KnightSenior co-design [email protected]/06/2016Making a difference with technology-enhanced learning

jisc.ac.uk

Interactive Game-Based LearningA Look at Interactive, Technology-Enhanced Games for Higher/Further Education.

Samantha Clarke

DMLL Researcher Game-Based LearningTwitter: @credit_continue

Email: [email protected]/1/16Interactive Game-Based Learning18Blog: https://seriousgameslife.wordpress.com

jisc.ac.uk

7/1/16Interactive Game-Based Learning19Lets use this technology its innovative, the students will love it!

7/1/16Interactive Game-Based Learning20

Technology in GBL: when used correctly...7/1/16Interactive Game-Based Learning21Digital LiteracyNational/ International ReachIntegration = New Learning StylesAccess to Additional ResourcesCan be Used to Make Fun Puzzles LBG, AR, 360

Technology in GBL: when used incorrectly7/1/16Interactive Game-Based Learning22User DisengagementUnachieved Learning OutcomesExpense of Unused TechnologiesDevelopment Time Access to Professional Skills: Programmers/DesignersHigher Barriers: Perceived Ease, Benefit & Problems

Name this Popular TV Show!7/1/16Interactive Game-Based Learning23

The Crystal Maze!7/1/16Interactive Game-Based Learning24

Name this Popular Kids TV Show!7/1/16Interactive Game-Based Learning25

Knightmare!7/1/16Interactive Game-Based Learning26

Whats going on in Entertainment Games?7/1/16Interactive Game-Based Learning27A Rise in Board Games: Blended Approaches using Apps/ TechEscape Rooms: Interactive, Puzzle-Based Games Interactive Stories Crystal Maze, Knightmare LiveThe Mystery CompanyChoose your Own Path Games: Walking Dead, the Wolf Among Us

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The escapED Framework7/1/16Interactive Game-Based Learning30


Design Sprint

7/1/16Interactive Game-Based Learning32Participants

1. User Type Who are your Players?

2. Time 20mins/60mins/Longer?3. Difficulty College/University/Staff?4. Mode Collaborative/Competitive? 5. Scale How Many Players?

7/1/16Interactive Game-Based Learning33ObjectivesLearning Objectives What Do you want them to Learn?

2. Solo/Multi-Disciplinary One or Several Disciplines Covered?3. Soft Skills What are the Soft Skills they will develop?4. Problem Solving Do you need any problem solving aspects?

7/1/16Interactive Game-Based Learning34Theme1. Escape Mode Locked in a room!

2. Mystery Mode Solve a Mystery!3. Narrative Design What is the story?4. Stand Alone/Nested Is it a single or multiple experience?

7/1/16Interactive Game-Based Learning35Puzzles1. Puzzle Design Type of Puzzles?

2. Reflect LOs Do they still fit? 3. Instructions/Manuals Do you need to provide instructions?4. Clues/Hints/Monitoring How are you going to monitor?

7/1/16Interactive Game-Based Learning36Equipment1. Location/Space Where?

2. Physical Props What are the players going to interact with?3. Technical Props What Technology will support your experience?4. Actors Do you need actors to enhance the experience?

7/1/16Interactive Game-Based Learning37Evaluation1. Testing Run through.

2. Evaluate LOs How are you going to Evaluate?3. Reflect Reflection Time with Players.4. Adjust Do you need to adjust anything for next time?

5. Reset Create a list of all puzzles so you can reset easily!


Final Thoughts7/1/16Interactive Game-Based Learning39GBL shouldn't be technology led, but rather technology enhancedYou dont need to be an expert in programming, in order to get GBL into your practiceFocus on the fun & playful aspects that can be gained from human interactions, and how technology can support this


Thank You for Listening!

jisc.ac.uk