Digital apprenticeships community event
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The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what we're doing in this space. You'll have the opportunity to discover more about our digital apprenticeships project, as well as our new toolkits in this area.
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Digital apprenticeships community event
- 1. Digital apprenticeships Using data to enhance and improve the apprenticeship journey
- 3. Welcome » Agenda » 10:30 Introduction » 10:35 Background to the project » 11:00 Alpha Prototype » 11:30 Activity: Gaps and Challenges » 12:15 Learning analytics and on-boarding » 12:45 Lunch » 13:30 Community Case Study 1 » 14:15 Community Case Study 2 » 15:00 Toolkit » 15:30 Close 02/03/2018
- 4. Digital apprenticeships Using data to enhance and improve the apprenticeship journey
- 5. Aim We’re working on ways to improve the apprentice experience by capturing and analysing the many kinds of data that can be collected through the apprenticeship journey. 02/03/2018
- 6. Background The digital apprenticeship project is one of five new ideas to emerge from our co-design consultations with members and other stakeholders. 02/03/2018
- 7. Background Our members and stakeholders have asked us to research how we can use technology to enhance and improve the apprenticeship journey in order to meet the needs of employers and apprentices in the 21st century. 02/03/2018
- 9. What we’re doing This research is developing alongside our effective learning analytics project and our work to build a learning analytics service. 02/03/2018
- 10. Learning data hub At the core of the learning analytics service is the learning data hub. We’ll extend the learning data hub to enable data to be gathered from all aspects of the apprenticeship journey. 02/03/2018
- 13. Why this matters Apprenticeships is a growth area undergoing massive reform, with a government target of three million starts by 2020.This is a tenfold increase from the current level of 300,000 apprentices. 02/03/2018
- 14. Why this matters Increasing and more effective use of technology will be crucial to achieving government targets whilst maintaining high quality 02/03/2018
- 15. Why this matters Making timely interventions will enable apprentices to learn more effectively. 02/03/2018
- 17. How we'll do it How? 02/03/2018
- 18. How we'll do it We propose to build a tracking, monitoring and reporting system for employers, providers and apprentices on top of the learning data hub. 02/03/2018
- 19. How we'll do it We’ll provide advice and guidance on embedding digital into the apprenticeship journey and on how to structure data for the learning data hub. 02/03/2018
- 20. How we'll do it We will develop information on the ethical issues surrounding gathering, storing and using personal data, including our code of practice for learning analytics. 02/03/2018
- 21. How we'll do it We’ll create analytics algorithms so the tools are available when members are ready to use them. 02/03/2018
- 23. Alpha Prototype Rob Bristow , Senior Co-Design Manager, Digital Futures, Jisc
- 27. Mock-up 02/03/2018 » “Artist’s impression” of possible dashboard concept James Clay
- 28. Learning Analytics Service Architecture Learning Analytics Service
- 30. Data Explorer Data Explorer Release 1.0.2 Jan 18 New visualisations supporting analytics of online activity, attendance, study goal use, etc. Push notifications to support Study Goal RAG Status and improved visualisations of student activity User Guide and videos Jisc Learning Analytics 2017 »
- 31. Learning Analytics Service VLE data + Student record system + Attendance data + Library data Buildings data + Learning space data + Location data Teaching quality data + Assessment data + Curriculum design data Content data + Learning pathways data Better retention and attainment Retention and attainment A more efficient campus Improved teaching & curricula Personalised and adaptive learning Efficient campus Improving teaching & curricula Now Learning analytics Institutional analytics Educational analytics Cognitive Analytics and AI Future Jisc’s direction of travel with analytics
- 32. Study Goal Study Goal: Release 1.3.0 –September. Push targets, single targets (tasks). Study Goal: Release 1.4.0 – Mid October » Guides and videos » https://docs.analytics.alpha.jisc.ac.uk/docs/study- goal/Home Jisc Learning Analytics 2017
- 33. Exercise – Part 1 »Grab some post-it notes »Think about what systems you use to record apprenticeship data »Discuss with your neighbours »Write each system with vendor name on one post-it »Add them to the columns on the wall What do you have? 02/03/2018
- 34. Exercise – Part 2 »Grab some post-it notes »Imagine yourself to be an employer with a number of apprentices, maybe from different providers »Think about what information you would want to be able to access about your apprentice from their provider »Discuss with your neighbours »Write one on each post-it »Add to appropriate column on wall What does an employer want to see? 02/03/2018
- 35. Exercise – Part 3 »Having looked at both sides of this, are there any additions or modifications you want to make? »Any problems or issues you foresee Revisit the part 1 & 2 02/03/2018
- 36. Learning analytics and on-boarding Paul Bailey
- 37. Learning analytics »On-boarding Guide › https://analytics.jiscinvolve.org/wp/on-boarding/ »Learning Analytics slides › https://www.slideshare.net/paul.bailey/jisc-learning- analytics-service-core-slides 02/03/2018
- 38. Gaps and challenges TheApprentice, the Employer and the Provider
- 39. Group activity Barriers and blockages 02/03/2018
- 40. Group activity Embedding digital into the apprenticeship journey 02/03/2018
- 41. Group activity In groups, identify what are the barriers and blockers to embedding digital technologies into the apprenticeship journey. 02/03/2018
- 44. Understanding what will enable change Barriers 02/03/2018
- 45. Understanding what will enable change Outcome 02/03/2018
- 46. Example barrier Academic staff don’t record progress using technology. 02/03/2018
- 47. Example outcome Academic staff do record progress using technology. 02/03/2018
- 48. Example outcome How did that happen? 02/03/2018
- 50. Understanding what will enable change Enablers 02/03/2018
- 51. Understanding what will enable change What is the solution to the problem that enables the outcome? 02/03/2018
- 52. Group activity In groups, identify what are the enablers to the barriers and blockers. 02/03/2018
- 56. Higher and Degree Apprenticeships Lessons Learned, Systems & Processes Gilmar Queiros Apprenticeship Development Manager
- 58. School Available Higher/Degree Apprenticeship Level HSC Healthcare Assistant Practitioner - Perioperative Care 5 HSC Healthcare Assistant Practitioner - Integrated Care 5 HSC Healthcare Assistant Practitioner - Acute Care 5 HSC Healthcare Assistant Practitioner - Mental Health 5 HSC Registered Nurse 6 CAE Embedded Electronics Systems Design & Development Engineer 6 CAE Manufacturing Engineer 6 School Available Higher/Degree Apprenticeship Level BLE Chartered Manager Degree Apprenticeship 6 BLE Operations/Departmental Manager Apprenticeship 5 CDT Digital and Technology Solutions Professional 6 CDT Network Engineer 4 CDT Software Developer 4 LPF Chartered Legal Executive 6 LSE Healthcare Science Practitioner Degree Apprenticeship 6 Staffs Uni Current Offering • 5 upcoming apprenticeship validations • 11 apprenticeships under development • 8 new apprenticeships under consideration Apprenticeship & Skills Digital Hub
- 59. Key Elements• Understanding HDA apprenticeship policies and Performance and Management rules. • Responsibilities of Providers, Employers and Apprentices. • Educating internal staff members and external stakeholders. Policy • Members of staff who work with employers need to co-ordinate – need one central point to actively manage the relationship. • Educate about the Apprenticeship Levy and the co-funding model Employer Engagem ent • Collecting the data necessary data: eligibility, commitment statements, service level agreements, agreement forms. • Flexible Recruitment cycles • Entry requirements – Math's and English and employer’s requirements. Admission s and Enrolment • Curriculum development in collaboration with employers to suit their organisational needs and patterns • Ensure email, VLE and other student systems are available – flexible and proactive approach (20% otj) • Existing provision Program Design
- 60. • Academic Team need to record their reviews - critical part of the evidence pack • Culture change in perception ‘time consuming’ to business critical Tripartite Reviews • Ensure HESA team understand importance of accurate data and work with academic team to alert when circumstances change e.g. break in learning • ILR Submissions – HESA changes 19/20 HESA/IL R • Ensure Finance Dpt. Is aware that delivery affects them directly - collect contribution/make incentive payments; • Development of a costing model • Effective invoicing system Finance and Costings • Steering group with involvement from all academics and services; • Make and take decisions - don’t let governance be a block; • Cascade information down. Governan ce Key Elements
- 61. Adaptations/Changes • Educate: Apprenticeship Handbook, Workplace Mentor Handbook • Fit-for-purpose Apprenticeship Costing Template • Fit-for-purpose Validation process o Agile and efficient • Apprenticeship Steering Group • Connected/Integrated apprenticeship development process o Integrating Academic Schools, Quality, Administration, Admissions, Finance and Student support • ONA Business Engagement approach with employers • Wider local skills gap/needs • Collaborative work with Partners o Supporting organisations (UVAC), LEP, Chambers, Council o FE colleges- understanding of progression routes • Active understanding and up-to-date knowledge on ESFA funding rules and IfA developments • Advanced data management/record system – tailored towards employer and ESFA needs
- 62. What successful delivery looks like?
- 63. Staffs Uni CMDA apprentices
- 65. Questions ?
- 67. About the tookit »Advice & guidance › Create an understandable visualisation of the new apprenticeship journey › Highlight where technology can improve learning and deliver business efficiencies › Offer practical guidance on good practice › Deliver an overview of the main technology options available to providers and practical guidance on how to arrive at the tools that best meet need › Identify influencing points and create policy guidance 23.11.17
- 68. Stakeholder interviews 23.11.17 »Employers »Training providers »Awarding organisations
- 69. What you told us 23.11.17 ‘Our nearest EPA is over 200 miles away’ ‘Assessment plans aren’t being done by those with assessment expertise’ ‘Where we could with some support is around blended learning’ ‘A lot of EPA could be done remotely but the digital environment might make some learners even more uncomfortable.’ ‘the standard for this is unworkable - even the trainers say they can't do all of the things required’ ‘The learner has become a byproduct of the process when they used to be at the centre.This is quite a shift for all of us.’ ‘There will be a need to teach softer skills to prepare apprentices for EPA’ ‘One of our painpoints (as an employer) is tracking apprentices, seeing who’s doing well or just doing OK’
- 70. Started with painpoints » Managing added extras wanted by employers (eg qualifications) » Adequate end point assessment organisations in place / cost effective approaches » Managing learner expectations » Procedural knowledge of the organisation for the learner » On programme support » English and maths skill requirements » Progression to higher learning/employment » Matching the job to the person » Transport for assessors/trainers and learners » How can an employer structure the learning when not engaged in designing the learning? 23.11.17 » Different expectations of employer / employee » Preparing apprentice for potential self- employment » Apprentices lacking motivation, recognition and confidence » Complicated / new funding model » Who will quality assure the process? Who will certificate EPA? » Culture change for tutors/trainers/assessors moving away from teacher centric models » Isolation some apprentices feel » Supporting apprentices to make the right choices
- 71. Started with your painpoints » Managing added extras wanted by employers (eg qualifications) » Adequate end point assessment organisations in place / cost effective approaches (EPA) » Managing learner expectations (induction) » Procedural knowledge of the organisation for the learner » On programme support (learner support) » English and maths skill requirements (initial assessment) » Progression to higher learning/employment » Transport for assessors/trainers and learners (virtual classroom / EPA) » Supporting apprentices to make the right choices (finding and taking on an apprentice) 23.11.17 » Different expectations of employer / employee (induction) » Preparing apprentice for potential self- employment » Apprentices lacking motivation, recognition and confidence (open badges) » Complicated / new funding model » Who will quality assure the process? Who will certificate EPA? » Culture change for tutors/trainers/assessors moving away from teacher centric models » Isolation some apprentices feel (blended delivery) » How can an employer structure the learning when not engaged in designing the learning? (working with employers)
- 72. The apprenticeship journey 14/11/2017 Degree apprenticeships
- 73. Next steps »May – August › Consultation on draft version of the tool for feedback on gaps – Engaged over 100 stakeholders through 15 interviews and 4 workshops » September - December › Now working with a web design team to redesign the resource as an interactive web site › Exploring potential self-assessment tools to support staff digital capabilities »November – March › Exploratory research into higher and degree apprenticeships › Toolkit live on website › Understand further developments required 23.11.17
- 74. Next steps »Opportunities: › User testing the new web-based toolkit › Check Jisc blog for updates: https://digitalapprenticeships.jiscinvolve.org/ »Key resources: › Guide and case studies: ‘Enhancing the digital experience for skills learners’: https://www.jisc.ac.uk/guides/enhancing-the-digital-experience-for-skills-learners › Digital capabilities: http://ji.sc/building-digicap 23.11.17
- 76. Aim We’re working on ways to improve the apprentice experience by capturing and analysing the many kinds of data that can be collected through the apprenticeship journey. 02/03/2018
- 77. Community events The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what Jisc is doing in this space. 02/03/2018
- 78. Come to our community events »If you are working in the area of how digital can improve the apprenticeship journey and are interested in work being undertaken in this space by others, then we would like to invite you to attend our community events for HE and FE. › 19th April 2018 – Portsmouth › June 2018 –TBC »Book now - https://jisc.ac.uk/events 78
- 79. Join in the discussion »Go to the Digital Apprenticeships webpage › https://www.jisc.ac.uk/rd/projects/digital- apprenticeships »Follow the Digital Apprenticeships blog › https://digitalapprenticeships.jiscinvolve.org/ »Join theTwitter conversation: follow @jamesclay
- 80. Thank you for coming and see you next time DigitalApprenticeships 02/03/2018
Notas do Editor
- I have a dream….
- Using the flip chart page identify the barriers and blockers to embedding digital technologies.
- Remind the delegates about their drawings.
- There is a river. The river is a barrier. The desired outcome is to be on the other side. The solution is to build a bridge, Solutions may not reflect the barrier or the outcome.
- Pick some barriers
- Explain the outcome (focus on the outcome)
- It’s easy to identify the desired outcome? How do we know how to get to that outcome?
- There is a river. The river is a barrier. The desired outcome is to be on the other side. The solution is to build a bridge, Solutions may not reflect the barrier or the outcome.
- What will enable change? What is the solution to the problem that enables the outcome?
- What will enable change? What is the solution to the problem that enables the outcome?
- Each group passes their flip chart page to the group on their left. Then using the flip chart page they now have identify the potential enablers to the barriers and blockers to embedding digital technologies that the other groups identified.
- What are you going to do when you get back to work?
- Jisc has been charged with providing support to training providers moving to the new apprenticeships. We have been trying to understand what the issues are to identify where Jisc can provide guidance and add value
- We have been talking to a range of stakeholders to find out: what are the challenges and areas of good practice in the current system & what the changes will mean for them also trying to do a gap analysis of where technology use could be beneficial but is not currently being applied The term training provider covers a huge spectrum of different types of organisation with different sets of issues. And each training provider is working with a range of different types of employers across a range of disciplines. We are seeing many good uses of technology already but, even in large providers, it appears to be brought in in an ad hoc way with little strategic planning and no clear vision and roadmap. However things are changing and many training providers who previously saw technology use as an optional extra are now realising it will be core to their delivery model if they are to be cost-effective.
- The uncertainties around the new models of delivery that I’m sure you’re aware of are making it very difficult to plan. The clarity that is starting to emerge is already throwing up issues. Many of the EPAs include a very broad range of assessment elements and not all providers are experienced in preparing learners for all these types of assessment activities & the softer skills they’ll need not just the knowledge. There was one example we found where the weighting of an interview was greater than a portfolio of evidence – which puts the emphasis on learners having the necessary skills to conduct the interview well. Remote assessment, necessary for cost efficiencies, could also pose issues if learners aren’t used to working in this way. Key issues that have come up time and time again in the conversations are how to design an effective blended delivery model – new business models delivering to learners from diverse locations makes this an imperative. Even where we found strengths in digitally enabled learning within provider organisations, they were struggling to provide that experience to learners remotely. Key differences with the new model – Separation of delivery from assessment Employer led and raised employer expectations…..etc
- We also started with consultation – this was the outcome of an activity we ran at our FE and Skills Coalition group meeting back last year – where we asked participants to focus on their pain points. This provided the starting point for developing content to help illustration how digital could address these issues. There may be some in here that resonate with you.
- Insert the new diagram when we have it
- Toolkit draft completed in April, followed by a review process with stakeholders. Consultation told us: Structure and design some liked one route through, others liked the other so we’ll work to have one route in that meets both needs. Liked the overview and dipping in. Ensure integrity and consistency of navigation, review the imagery – more slick Content ensure we have the right references to the ETF Future Apprenticeships toolkit and resources – we’ve mapped the two resources to ensure consistency and appropriate signing Confusing recommendations around length and depth – some wanted more detail around case studies, others liked them shorter and snappier. Wanted ‘warts and all’ but often hard to gather that. Some said too many college egs, some said too many provider egs! More clarity on what this is and what it isn’t – focus on the digital Possible more content around for example progress tracking, monitoring and data driven approaches; EPA egs (although currently hard to find). Ofsted inspection – concerned about lack of measurement of progress regardless of achievement – are they developing as a result of the training? More on digital infrastructures – at the big picture level – what technologies can offer and how they can work together More on evidence to convince managers We’re now working with a web design team to improve the navigation and layout and design up as a web site.