GETTING THE MOST FROM LEARNING TECHNOLOGIES

Transcription

1 GETTING THE MOST FROM LEARNING TECHNOLOGIES AN INTERACTIVE TOOLKIT FOR LEADERS, MANAGERS AND PRACTITIONERS March 2016 This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 2.0 UK: England & Wales License.

2 Contents 1. Welcome 2 2. Setting the Learning Futures Programme in context Programme aims 4 3. The scale of the challenge Impact of the programme structure on project teams Tips for you to consider 6 4. The external imperative: brokering the relationship between industry and education Impact of brokering the relationship between education and industry Tips for you to consider 9 5. Using the action research cycle to drive innovation and enhance quality Impact of the action research cycle and the supporting processes implemented Tips for you to consider CPD resources for all Next steps 17 1

3 1. Welcome Welcome Learning Futures, commissioned and funded by the Education and Training Foundation, was conceived as a programme to connect people and ideas, and draw in stakeholders from industry to help redefine how we think about technology and learning. Its primary aim was to create and test continuing professional development (CPD) resources for practitioners to develop their skills and confidence in using technology in their everyday practice. This interactive toolkit shares the key learning, processes, frameworks and resources that have been developed to be used in both national and local contexts. The toolkit will be of value to: individual teachers, trainers and assessors who want to develop their use of learning technologies as part of their everyday practice; those leading on further education and skills workforce development such as advanced practitioners, IT teams, quality improvement managers and initial teacher trainers; leaders, managers and those in governance roles responsible for implementing successful institution-wide technology for learning; fund holders who commission research-based projects. a summary of the lessons that we have learnt as a programme team and consider what might be of use to you in your practice. Summary of key lessons WATCH VIDEO 2

4 2. Setting the Learning Futures Programme in context Context Technology is transforming the way we live, work, teach and learn, shaping our working practices and patterns, and changing how we communicate and share ideas. And yet as both the Commission on Adult Vocational Teaching and Learning (CAVTL) and the Further Education Learning Technology Action Group (FELTAG) identified: the speed at which businesses and learners will adapt to new technologies is outstripping the way that teaching and learning changes. 1 The Learning Futures Programme was charged with addressing this challenge by developing the capacity and capability of governors, senior and middle managers, teachers and support staff to get the most out of learning technologies. This was achieved by: commissioning action research projects to harness existing successful practice in the use of learning technologies; facilitating a community of practice to enable the spread of learning from these projects through a website, online forums and regional workshops. Figure 1: Core elements of the Learning Futures Programme In total 17 projects were awarded across two phases of commissioning. Two funding streams were created to encourage both individual organisations and larger partnerships to engage in the process: funding up to 20K (Tier 1) and funding up to 50K (Tier 2). An overview of the 17 commissioned projects can be found here. PROGRAMME MANAGEMENT TEAM ONLINE COMMUNITY OF PRACTICE 17 COMMISSIONED PROJECTS PRACTICE WORKSHOPS SHARING OF Overview of 17 commissioned projects 3 1 It s about work: Excellent adult vocational teaching and learning, CAVTL, March 2013

5 2.1 Programme aims Outputs emerging from the programme and its funded projects focused on four key aims: Context 1 Supporting governing bodies and boards, leadership teams and managers to make informed decisions concerning the development, resourcing and implementation of learning technology in order to secure improved outcomes for learners. 2 Enhancing teachers, trainers and assessors confidence and expertise to design effective technology-enabled learning opportunities. 3 Supporting teachers, trainers and assessors to work collaboratively with technical teams to deliver effective online learning. 4 Developing education and employer collaborative partnerships to ensure access to industry standard technology that improves the line of sight to work. AIMS the Guidance to support applicants and see how the four programme aims were embedded within the application and awarding process. Guidance to support applicants 4

6 3. The scale of the challenge In August 2014, a baseline research report was commissioned by the programme titled: Driving value into learning technology programmes. The purpose of the research was to identify lessons learnt from previous technology projects in order to understand how to create significant impact when supporting workforce development. Scale of challenge Baseline research report The research revealed that over 30 million had been spent on precursor schemes in the previous seven years, but that impact on the sector as a whole had been minimal because in most cases the approaches and resources developed created pockets of excellence that were not used beyond the institutions involved. The findings from the research, together with the outcomes from a series of think tank meetings held with learning technology experts, provided an evidence-based series of recommendations which were used to inform the structure of the programme and secure a maximum return on investment. The figure below outlines how the programme was structured to offer the 17 commissioned projects a mixture of support and challenge. Figure 2: Structuring a programme to secure high-quality outputs Hover on each element of the diagram for more detail PROGRAMME MANAGEMENT TEAM EXTERNAL MENTORS CPD MODULES LED BY TECHNICAL EXPERTS PRACTICE WORKSHOPS SHARING OF PROJECT CHAMPIONS ONLINE COMMUNITY OF PRACTICE 17 COMMISSIONED PROJECTS TARGETED SUPPORT PROVIDED BY INDUSTRY EXPERTS GROUP STEERING STRATEGY SUPPORT FOCUS Commissioned Programme Steering Project External Online Targeted Sharing CPD modules community Champions: of mentors: Group: support practice management led projects: consisting by providing of one technical industry per 17 team: of an practice: workshops: experts: projects representatives objective for to to a day-to-day keep series and address the view facilitate two teams Learning of of from online funding key planned running both track streams of private outputs Futures challenges peer-to-peer webinars the programme and website created plus public review activities. sectors 5 Programme structure

7 3.1 Impact of the programme structure on project teams What difference did the structure of the programme make? Scale of challenge Creating a flexible and agile structure which included the use of mentors, the creation of online CPD modules and the deployment of expert input ensured that support was provided at the point of need (e.g. to address any shortfall in technical expertise, enhance product development, broker links between industry and education). Facilitated sharing of practice workshops, the creation of an online community and the partnering of projects maximised interaction and sharing of learning across key players. In turn, this encouraged teams to remain outward as opposed to inward looking, testing outputs beyond their own organisations to confirm they would support the professional development of the wider education and training sector. 3.2 Tips for you to consider What did we learn that is transferable? Deploying research to evaluate precursor schemes, in combination with focused dialogue with experts, helps to test, refine and develop thinking. It supports informed decision-making and engenders confidence that ideas and processes are being built on solid foundations. Take a look at how we used the outcomes from our baseline research to maximise impact and secure value for money. Impact of research recommendations Establishing structures that provide both support and challenge for project teams maintains momentum, ensures that key objectives are met and that quality outputs are achieved. Being responsive and deploying additional resources at the identified point of need is critical to keeping projects on track and can be addressed by holding a small development fund at the core. IMPACT TIPS 6

8 4. The external imperative: brokering the relationship between industry and education External imperative In their response to the recommendations made by FELTAG the government acknowledged the importance of education providers working with industry: To support education technology innovation, we will encourage the Education and Training Foundation to bridge the gaps between innovators and their market, technology developers and official bodies. 2 Take a look at the video to explore the processes that were put in place to forge links between the programme and industry and the impact this had on project teams. WATCH VIDEO Fostering collaboration, both with established and new connections, was key to testing and developing concepts and to building relationships that would secure sustainability of project outcomes beyond the life of the programme. A unique feature of the Learning Futures Programme was the brokering of relationships between education and industry which was central to driving innovation into the work of the programme and project teams. The process benefited all parties. Industry experts and entrepreneurs gained grassroots insight into their target market; the programme and project teams developed new skills, gained access to the thinking behind new and emerging technologies and discovered a wealth of free and open resources that they could embed into the CPD programmes they were developing. 7 2 Government Response to the Recommendations from the Further Education Learning Technology Action Group (FELTAG) June 2014

9 4.1 Impact of brokering the relationship between education and industry What difference did the links with industry make? External imperative The dynamic mix of industry experts, entrepreneurs and educationalists on the steering group provided both challenge and support. They were instrumental in shaping the direction and effectiveness of the programme so that all key milestones were met, quality outputs were produced, the programme remained within budget, and a high return on investment was achieved. Steering group members Association with recognised industry leaders added kudos to the projects increasing motivation and engagement. In addition they introduced projects to a wide range of new and emerging technologies many of which were free. Establishing industry mentors as critical friends provided project teams with objective feedback on resources in progress leading to refinements that improved the quality of final outputs. Inviting industry experts to deliver a series of free online webinars increased traction and engagement with the wider education and training sector, especially as the webinars were recorded enabling them to be taken and used to support CPD at a local level. IMPACT 8

10 4.2 Tips for you to consider What did we learn that is transferable? External imperative We were able to draw on a mix of industry contacts through programme partners, from our previous and current supply chain, and from reliable referrals. At a local level this practice can be replicated by tapping into Local Enterprise Partnerships and Enterprise Zones and by capitalising on existing business networks and partnerships that your organisation will have. Industry experts need to be quality assured and fully briefed about the teams they are supporting and the outputs that are being sought. If the expert is linked to a commercial organisation, clear ground rules need to be established around the promotion of any products or services. Role of industry mentor Expert input can be costly but if you get it right the return on investment is high. In practice many experts willingly give their time free of charge especially if they can understand the value their input might have for learners and for developing their own practice. Short, focused and time-restricted support works well in an environment where teams struggle to find the time to access additional activity. To have maximum impact, the support needs should be identified early in the project cycle. What project teams say they need, and what they actually need, requires careful thought and analysis. We developed a responsive process that encouraged teams to challenge their own perceptions. Figure 3: Maximising the impact of external input PREPARATION Project lead signposted to relevant Learning Futures CPD module to challenge thinking Project lead submits summary of support need which expert uses to inform surgery session SURGERY 30 minute online sessions booked and delivered with each project lead Individual action plan agreed as an outcome of the surgery session FOLLOW UP Combined webinar where project teams share outcomes of their action plans Expert creates summary slide / document which draws together key learning points across all teams 9 Prior to receiving support teams submitted a summary report analysing their need and the outcomes they were seeking. The report was reviewed centrally and used to shape the focus of the expert input. The input was followed by structured reflection and analysis which informed a series of actions which project teams implemented and then reviewed capturing the difference they had made. TIPS

11 5. Using the action research cycle to drive innovation and enhance quality Action research The legacy of the Learning Futures Programme is not only in the resources that have been produced, but in the successful practices and processes that were implemented to manage and quality assure the work of project teams, add value to the final outputs that were produced and secure sustainability beyond the lifespan of the programme. Each commissioned project was charged with taking existing effective practice and developing and testing that practice further to ensure that it would work in different contexts beyond their own organisations or partnerships. To assist with this process teams were supported to use action research a practical model of enquiry based on a cycle of systematic reflection and review which has been proven to be effective in securing improvement in practice. Figure 4: Action research for innovation model 3 Observing effects of new actions Reflecting in/on action Acting to innovate/improve Evaluating Planning for innovating practice Vision Context If you are interested in finding out more about action research visit the practitioner-led action research website developed by the East Midlands Centre for Excellence in Teacher Training (emcett) Du Toit PH. Journal of Humanities 2012;52(2):

12 Action research The model provided a valuable design and development framework for both the programme management and project teams as it required them to: define and refine what they wanted to develop, and what success would look like; develop a clear plan of action to support the delivery of that innovative practice; determine what data would be needed to gauge success and how that data would be collated; innovate and evaluate the impact of the new practice by evaluating the data and forming conclusions; modify initial theories and repeat the cycle; report and disseminate the results. Take a look at the video to see what we put in place to set high aspirations and keep project plans on track. Consider how you might develop such approaches in your own practice, making full use of the additional resources and templates provided as downloads. WATCH VIDEO Processes to drive innovation and enhance quality 11

13 5.1 Impact of the action research cycle and the supporting processes implemented What difference did these processes make? Action research Adopting a rigorous and staged awarding process ensured that initial project plans were strengthened; that impact measures were developed; and that dissemination strategies were enhanced securing greater sustainability, reach, and value for money. Key lessons concerning what made an effective application were summarised and made available to all on the Learning Futures website. The lessons were used to inform a second phase of funding and strengthened the focus and quality of subsequent bids. Key messages to inform future applicants The action research process refocused project teams on what it was they wanted to achieve and strengthened the qualitative and quantitative evidence of impact recorded within each final project report and across the programme as a whole. The monthly reporting ensured that all projects remained on track; that contractual milestones were met; and that final resources were completed to the agreed schedule. The red, amber, green (RAG) rating within the monthly report enabled the core management team to deploy additional resources, such as technical support and on-site visits, swiftly and effectively as issues arose, thus averting the risk of non-completion. As a result, all 17 projects met their commissioned outcomes, and many exceeded what they had agreed to deliver. Monthly reporting template IMPACT 12

14 Requiring teams to test, evaluate and refine developments and outputs across vocational areas, teams and contexts facilitated collaboration. The process established communities of practice within many of the project organisations and partnerships that are still continuing to support the development of practice. Action research The sharing of practice workshops enabled teams to build relationships face-to face that were then taken forward with greater confidence online. The workshops also secured a common understanding of terminology (e.g. outcomes, outputs and impact) from the outset of the programme, as well as requirements concerning the tracking of reach and engagement data. This ensured the accuracy of central tracking and monitoring systems and of the data that was then presented to external fund holders. Establishing key milestones for the review of resources in draft format by Project Champions, combined with the production of templates for resources to be dropped into, improved the quality of the final outputs produced. s Final project report template Case study template IMPACT 13

15 5.2 Tips for you to consider What did we learn that is transferable? Creating a detailed guidance document outlining exactly what funding will be allocated to deliver and how bids will be assessed and scored is essential to providing both support and transparency. Action research The action research process is predicated on a process of reflection and review that develops and strengthens outcomes which can deviate from an original plan. As a result fund holders and project managers either at a national or local level need to deploy a flexible approach to contract management as, in some instances, deliverables will need to be jointly renegotiated and approved. Quality assurance (QA) must be embedded as part of the day-to-day running of a project rather than as a separate function. All of those involved need to be clear what high quality looks like and share in the vision of how that can be achieved. We created the framework below which was mapped to the assessment criteria in the original guidance document given to applicants. Project teams used the framework to review and strengthen the focus, reach and impact of their original plans. QA framework to evaluate project plans Scheduling time to formally analyse progress month by month helps to keep teams focused and on track. Buy in is achieved by team members jointly reviewing actions, addressing any shortfall and agreeing priorities for the next month. It also enables programme managers to be responsive and deploy additional resources at the point of need. Be proactive and put in place mechanisms and models that exemplify the minimum standard any end product needs to achieve. We addressed this by supporting some teams to publish one or two resources early in order to demonstrate to all projects the quality of the final outputs that we were aiming for. Sample of early release resources Sustainability of outcomes from a project is achieved by harnessing a network of existing organisations and their members who can continue to drive and develop activity beyond project funding. LESSONS 14

16 6. CPD resources for all CPD resources In November 2015 the Learning Futures Programme released a suite of over 200 CPD resources aimed at increasing the skills and confidence of practitioners, leaders and governors to get the most from learning technologies. The resources range from practical tools to complete online courses. All are free for you to use and adapt for your own purposes and can be found at: You can review all of the resources together or access them by theme. To help you get started click on the pictures below to view a short trailer for each theme. Consider how you might use the resources that are profiled in your own practice or to support a CPD session for staff. Curriculum design and digital literacy These projects have produced CPD resources to enhance the use of learning technologies in programmes of study and to develop specific digital skills such as the use of video and augmented reality to support learning. Engaging with employers Abingdon and Witney College has worked with employers to explore how learning technologies can be used to secure work experience and work placements and increase employment opportunities for learners. English, maths and assessment Explore these projects to discover resources designed to enhance the delivery and assessment of English and maths. Governance Resources produced by these projects are aimed at developing the knowledge and understanding of leaders and governors so that they can address issues relating to implementing institution-wide technology for learning. Vocational learning These projects have created CPD resources for both staff and learners within areas such as engineering, hair and beauty, and adult and community learning. The processes and resources are flexible and can be adapted to be used in a range of vocational contexts. 15

17 In addition to the project resources, the programme also produced a CPD framework consisting of 11 modules for staff that demonstrate how technology can be used to enhance learning: for example, how to harness instructional design, online badging, gamification and videos. Figure 5: Modules that make up the CPD framework Screencasting Gamification Online Badging Project Management CPD resources Leadership and Governance Assistive Technologies Video for Learning Instructional Design elearning Line of sight to work Open Source elearning Each module consists of three elements as outlined in the diagram below. Figure 6: Structure of each CPD module EXPERT WEBINAR A presentation by experts giving an overview of the topic or application TARGETED ACTIVITY A guided journey through selected resources supported by questions designed to help you apply the learning to your own practice CURATED RESEARCH An accessible library of links to websites and articles providing the latest information, guidance and practical advice The resource below details how you can access these modules which are free for you to tweak to fit your context. Learning Futures resource index 16

18 7. Next steps Next steps The Education and Training Foundation is keen to secure the legacy of the Learning Futures Programme, ensuring that the processes and resources that have been shared so far continue to be developed and used in practice. This is already under way. For example the governance resources have been taken and embedded by the Foundation into a new programme Mastering Governance of Technology for Learning and the Digipals scheme developed by Blackburn College has been adapted and used by Prospects College of Advanced Technology (PROCAT) as part of their step change PROCAT Digital project. To find out more listen to Jenny Williams, Director of Vocational and Educational Training at the Foundation. Now it is over to you. The Education and Training Foundation is keen to continue the community of practice that was started by Learning Futures. They invite you to take, use and adapt these resources and to share what you develop via a one page summary which can be mailed to: learningtech@etfoundation.co.uk. The summaries will be collated and the learning will be disseminated via the Excellence Gateway and embedded into the events and workshops facilitated by the Foundation during We look forward to hearing from you. WATCH VIDEO 17

19 CONTACT DETAILS Programme resources Excellence Gateway (Search Learning Futures ) Enquiries Telephone: enquiries@etfoundation.co.uk (Insert Learning Futures in subject of ) This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 2.0 UK: England & Wales License.