The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include: 1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves. 2) Over 90% see the learning platform Moodle as normal practice in their work. 3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches. 4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.

2. The context of our Enquiry Now we are 11….. Background; What has changed in 11 years of College elearning & edtech Can we find new ways to describe Impact? What should staff development look like in a digital learning world? Survey; Staff Attitudes to learning technology in action 2011 (LSIS Survey) Conclusions; The rise of the reflective practitioner The emergence of the Web 2.0 practitioner Applying Learning Analytics to reflective CPD

3. The context of our Enquiry Now we are 11….. What has changed in 11 years of College research How can we describe Impact? What should staff development look like The rise of the reflective practitioner The emergence of the Web 2.0 practitioner Digital Native confidence used professionally

4. Combining Staff Development Learning Analytics & Reflection

7. Mapping all survey participants

13. The resources of our enquiry Now we are 11….. Background; Survey of 16 FE Colleges, 700 Practitioners, Summer 2011 Survey structured against 7-levels of “higher level” thinking Survey offered structured & free text responses on user ‘feelings’ Learning Analytics; Using SurveyMonkey & Analytics to produce individual narratives Outcomes give, system, subject, institution & individual views Outcomes; Can professional practice drive new technology adoption? Creating ‘meta-skills’ framework to map the rise of the reflective practitioner See following slides for examples of these

14. Survey Process Described graphically by Naomi Grew

19. The Survey Interpretive Framework

20. The Survey Interpretive Framework

21. The Survey Interpretive Framework

22. The Survey Interpretive Framework

23. The seven levels of higher-level thinking using “technology in action” Higher level thinking Indicative description 1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or the Manual. Making technology bring learning to life. Personalising learning through the use of technology 2 Ability to adapt technology to purposeful pedagogy The ability to make technology contribute to learning for learners rather than seeing technology as an end in itself. Includes widening participation, increasing retention, particularly amongst hard-to-reach learners 3 Vision to create imaginative blended learning design Learning and demonstrating the skill of redesigning teaching and learning by blending in technology to other forms and methods of teaching and learning. This refers to skills developed through practice and engagement with peers and learners rather than in formal sessions or using formal learning resources 4 Curiosity to involve learners in curriculum delivery & design The Learner Voice. Involving learners in the design and personalising of learning. Student e-learning monitors in classes. Involving learners in the experience of learning in the widest sense 5 Imagination to develop future learning plans Using technology in helping learners to develop management of their own journey, to account for their learning and plan future learning. Improving the tutorial process, making learning more relevant to the needs of each individual learner 6 Desire to account for personal and purposeful effectiveness Using technology to develop the skills of reflective thinking. Capturing ideas and themes to inform teacher learning journeys through personal learning space. Developing professional accountability 7 Capacity to develop collaborative and cooperative working To look across and out of the organisation to work with and for others. An open mindedness. Working adaptively to accommodate the ideas of others. Assimilation of the best ideas.