Making a difference with technology-enhanced learning - Sarah Knight and Samantha Clarke
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Led by Sarah Knight, senior co-design manager, Jisc. With contribution from Samantha Clarke, researcher and serious games designer at Coventry University. In this session there will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers. Connect more in Cheltenham, 30 June 2016
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Making a difference with technology-enhanced learning - Sarah Knight and Samantha Clarke
- 2. Making a difference with technology-enhanced learning Sarah Knight, Senior co-design manager, Student Experience
- 3. Making a difference with technology-enhanced learning » What difference can technology enhanced learning make? » What’s the current state of play? » What are students saying? » What’s the challenge? 30/06/2016 Making a difference with technology-enhanced learning
- 4. Making a difference in what way? 30/06/2016 Making a difference with technology-enhanced learning
- 5. What’s the current state of play? » Increased focus on getting the basics right » Lots of pockets of innovative technology-enhanced practice – often led by individuals or course teams » Some examples of large-scale institutional moves to change delivery models › Flipped learning › Online modules or regular online sessions Looking at strategic, institution-wide use of technology… 30/06/2016 Making a difference with technology-enhanced learning
- 6. Broad brushTEL environment in HE, FE and Skills 30/06/2016 Making a difference with technology-enhanced learning More variation Gaining fast Widely used Underpinning » e-portfolio » Social media, collaborative spaces » Online assessment » Online learning resources » Lecture capture » Online submission and feedback » VLE » Network » Wi-Fi » Devices and printers
- 7. Jisc student digital experience tracker data » Data from the pilot of the Jisc student digital experience tracker » Designed to provide a snapshot of students' digital expectations and experience » February-April 2016 » 10,753students acrossHE, FE andskills » Full report: http://bit.ly/student-tracker-report
- 8. Headline 1: Sector differences » There 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) 30/06/2016 Making a difference with technology-enhanced learning
- 9. Headline 2: guidance and support » Across 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 presence › Less than two thirds of all students say they have received guidance on: bringing your own device, or developing digital skills relevant to their course 30/06/2016 Making a difference with technology-enhanced learning
- 10. Headline 3: digital activities on course » HE 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 online › 7 in every 10 students produced work in a digital format › 5 in every 10 students worked online with others › 3 in every 10 students created a personal record of their learning 30/06/2016 Making a difference with technology-enhanced learning
- 11. Headline 4: overall digital experience » Should we be doing better? » Around 7 in every 10 students say that when technology is used by teaching staff it enhances their learning experience » Just over half believe that digital assessments are delivered well » 31.5% of HE students and 44.5% of FE and skills students agree that they are told how their personal data is stored and used » 37.5% of HE students and 43.2% of FE and skills students agree that learners are involved in decisions about digital services 30/06/2016 Making a difference with technology-enhanced learning
- 12. Mainstreaming technology-enhanced learning » Staff and student digital capabilities » Moving from pilots and projects to large scale service » Holistic and wholesale embedding » Planning for both innovation and service delivery » Evidencing impact and value 30/06/2016 Making a difference with technology-enhanced learning
- 13. So how do we get there? 30/06/2016 Making a difference with technology-enhanced learning Technology that works Leadership Strategic approach Review current support Time, CPD, recognition Embed in curriculum Students as partners
- 14. Sources of guidance and inspiration http://bit.ly/telconnectmore 30/06/2016 Making a difference with technology-enhanced learning
- 15. What one thing? 30/06/2016 Making a difference with technology-enhanced learning Send a text to 0207 183 8329 starting with digi NOTE - if you don’t start the text with digi, it won’t go to our inbox What one thing can you do drive forward change with technology as a result of this session?
- 16. jisc.ac.uk Sarah Knight Senior co-design manager Sarah.knight@jisc.ac.uk 30/06/2016 Making a difference with technology-enhanced learning
- 17. Interactive Game-Based Learning A Look at Interactive,Technology-Enhanced Games for Higher/Further Education.
- 18. jisc.ac.uk Samantha Clarke DMLL Researcher – Game-Based Learning Twitter: @credit_continue Email: samantha.clarke@coventry.ac.uk 7/1/2016 Interactive Game-Based Learning 18 Blog: https://seriousgameslife.wordpress.com
- 19. 7/1/2016 Interactive Game-Based Learning 19 Let’s use this technology – it’s innovative, the students will love it!
- 20. 7/1/2016 Interactive Game-Based Learning 20
- 21. Technology in GBL: when used correctly... 7/1/2016 Interactive Game-Based Learning 21 • Digital Literacy • National/ International Reach • Integration = New Learning Styles • Access to Additional Resources • Can be Used to Make Fun Puzzles – LBG,AR, 360
- 22. Technology in GBL: when used incorrectly… 7/1/2016 Interactive Game-Based Learning 22 • User Disengagement • Unachieved LearningOutcomes • Expense of UnusedTechnologies • DevelopmentTime • Access to Professional Skills: Programmers/Designers • Higher Barriers: Perceived Ease, Benefit & Problems
- 23. Name this PopularTV Show! 7/1/2016 Interactive Game-Based Learning 23
- 24. The Crystal Maze! 7/1/2016 Interactive Game-Based Learning 24
- 25. Name this Popular KidsTV Show! 7/1/2016 Interactive Game-Based Learning 25
- 26. Knightmare! 7/1/2016 Interactive Game-Based Learning 26
- 27. What’s going on in Entertainment Games? 7/1/2016 Interactive Game-Based Learning 27 • A Rise in Board Games: Blended Approaches usingApps/Tech • Escape Rooms: Interactive, Puzzle-Based Games • Interactive Stories – Crystal Maze, Knightmare Live • The Mystery Company • Choose your Own PathGames:Walking Dead, theWolfAmong Us
- 28. 7/1/2016 28
- 29. 7/1/2016 Interactive Game-Based Learning 29
- 30. The escapED Framework 7/1/2016 Interactive Game-Based Learning 30
- 31. 7/1/2016 Interactive Game-Based Learning 31 Design Sprint
- 32. 7/1/2016 Interactive Game-Based Learning 32 Participants 1. UserType –Who are your Players? 2.Time – 20mins/60mins/Longer? 3. Difficulty – College/University/Staff? 4. Mode – Collaborative/Competitive? 5. Scale – How Many Players?
- 33. 7/1/2016 Interactive Game-Based Learning 33 Objectives 1. LearningObjectives –What Do you want them to Learn? 2. Solo/Multi-Disciplinary – One or Several DisciplinesCovered? 3. Soft Skills –What are the Soft Skills they will develop? 4. Problem Solving – Do you need any problem solving aspects?
- 34. 7/1/2016 Interactive Game-Based Learning 34 Theme 1. 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?
- 35. 7/1/2016 Interactive Game-Based Learning 35 Puzzles 1. Puzzle Design –Type of Puzzles? 2. Reflect LO’s – Do they still fit? 3. Instructions/Manuals – Do you need to provide instructions? 4. Clues/Hints/Monitoring – How are you going to monitor?
- 36. 7/1/2016 Interactive Game-Based Learning 36 Equipment 1. Location/Space –Where? 2. Physical Props –What are the players going to interact with? 3.Technical Props –WhatTechnology will support your experience? 4. Actors – Do you need actors to enhance the experience?
- 37. 7/1/2016 Interactive Game-Based Learning 37 Evaluation 1.Testing – Run through. 2. Evaluate LO’s – How are you going to Evaluate? 3. Reflect – ReflectionTime 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!
- 38. 7/1/2016 Interactive Game-Based Learning 38
- 39. FinalThoughts 7/1/2016 Interactive Game-Based Learning 39 • GBL shouldn't be technology led, but rather technology enhanced • You don’t need to be an expert in programming, in order to get GBL into your practice • Focus on the fun & playful aspects that can be gained from human interactions, and how technology can support this
- 40. jisc.ac.uk 7/1/2016 Interactive Game-Based Learning 40 ThankYou for Listening!
Notas do Editor
- Quick summary of some of the many potential benefits of effective use of TEL (use any other better image you can find – or ask Damian to tint/make transparent the bg of this one.) Meeting student expectations Preparing students for the digital world of work Bringing to life things that would be impossible or too expensive to do for real in the classroom Enabling flexibility for students – place, pace, mode of delivery Helping learning providers reach larger cohorts – and for HE, a worldwide student body Supporting accessibility Efficiency (though covered in morning presentation) Enhancement – eg enabling more productive f2f time; enabling various types of collaborative task, etc.
- Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the previous slide. Focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations Some examples of large-scale moves – I think there’s more of this per size of sector in Scotland than elsewhere, particularly in HE.
- YOU MAY NOT WANT TO USE THIS – I’VE LEFT IT IN JUST IN CASE This refers to the strategic, institution-wide use of technology. Need to look at mainstreamed/institution-wide uses as it’s the only way you’re going to be able to systematically make the kind of differences we were talking about on the benefits slide. We’re seeing an increased focus on getting the basics right – this does tend to be organisation-wide and recognises the importance of consistency and meeting student expectations – using things like minimum VLE standards, suite of common tools, lecture capture (mainly HE, etc.) VLE – pretty much ubiquitous in FE and HE – not sure about skills???? Note lecture capture and online submission are particularly widely used in HE, though interest in FE in these is also gaining ground. The variation on the top group can be due to sector or subject differences – eg e-portfolios often very widely used in vocational subjects and apprenticeships, online assessment usually (though not exclusively) STEM subjects, etc. That’s fine and to be encouraged, - no point in tech for tech’s sake. But can also be caused by staff not engaging or having the skills. Wifi and Network – wifi less widespread in FE and network is a challenge in skills.
- The need for consistency (where useful – not complete standardisation) emphasises the importance of mainstreaming innovations so they don’t just remain in pockets or lose impetus when key member of staff leaves. Students mentioned the need to support the development of both student and staff digital skills and competence
- 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.)