Digital student skills study

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Digital student skills study,Giles Pepler Sero Consulting. Nick Jeans,Published under the CC BY 4 0 licence,creativecommons org licenses by 4 0. Executive summary 4,1 Introduction aims and overview of research 8. 2 Research methodology 9,3 Research outcomes 10, 3 1 Literature review and stakeholder interviews 10. 3 2 Learner focus groups 11,3 3 Consultation events 13.
4 Challenges for the skills sector 15,5 Recommendations 16. 5 1 Recommendations for providers 16,5 1 1 For all providers 16. 5 1 2 For FE colleges and private training organisations 16. 5 1 3 For ACL providers 17,5 1 4 For providers of learning in prisons 17. 5 2 For Jisc and sector bodies 17,6 Acknowledgements 18. Appendices 19,A Learner focus group materials 19,A1 Learner profile form 19.
A2 Stimulus cards 21,B Learner profile analysis 24. C Card sorting analysis 28, D Virtual Advisory Group and stakeholder interviewees 33. D1 Members of the Virtual Advisory Group 33,D2 Stakeholder interviewees 33. 4 Digital student skills study,Executive summary,Executive summary. This is the third Jisc digital student study the first two studies have. explored the technology use and needs of learners in higher and. further education HE and FE with a brief exploration of schools. This study explores the needs of learners in apprenticeships adult. and community learning and prisons, In these sectors the range of learners is very broad with studies of learner needs and expectations in work based.
ages ranging from 16 to 90 with a multiplicity of reasons and adult and community learning where much of the. for learning and great diversity in the technology limited research is contained in internal institutional. knowledge and experience that they bring to the table reports and blogs. The aim of all three studies has been to investigate Work related learning. learners expectations and experiences of the digital In work related learning there remain deep seated and. environment in order to make recommendations on the persistent problems with student access to the quality of. services that could be provided to support learners use devices and internet connectivity that they require and. of technology In common with the two previous studies expect Students working in industries which make use of. there are three main strands to this research specialist packages expect their providers to furnish them. with those packages and devices of sufficient power to. A review of the relevant existing literature including run them Virtual Learning Environments VLEs and. grey literature eg blogs and unpublished or non Learning Management Systems LMSs are far from. commercially published research supported by redundant technologies It is likely that these technologies. interviews with key stakeholders are yet to approach reaching their potential Learners are. reliant on their tutors for direction in their use of. Primary research with learners through questionnaires technology for learning. and facilitated focus groups,Adult and community learning. Consultation events with learning providers and learners In adult and community learning there is a general lack of. good quality equipment and reliable and or ubiquitous. Literature review high speed Wi Fi Added to this are the challenges of. This study builds on the evidence generated by the parallel transporting equipment to venues blocks on websites. further education study and reinforces its conclusions when using school venues not being provided with. that while there are a number of studies reporting on passwords by the venue Not surprisingly the practitioners. learners experiences of technology in courses by staff face their own barriers in terms of obtaining training in. there is a dearth of studies which draw out the wider use how to use technologies and insufficient time to prepare. of technology enhanced learning and put this in the materials or backups to the detriment of the learner. learners own words In particular there are few academic experience The high proportion of part time tutors. Digital student skills study,Executive summary, working in the sector creates significant challenges for The nine key challenges identified for the skills sector are. delivering effective continuing professional development very similar to those for HE and FE. Offender learning Recognise the wide diversity of technology experiences. In contrast there is a useful body of research into offender and skills that even an apparently homogeneous. learning Access to devices access to the internet access group of learners may bring to their studies. to information and access to support are all priorities for. offender learners At times this is further complicated by Engage learners in a dialogue about their digital. students being denied access to existing technologies experiences and empower them to make changes. due to competing priorities and or philosophies Access. to meaningful learning opportunities often decreases as Provide a robust flexible digital environment. offenders progress through the prison system towards. release and this is aggravated by the lack of continuity of Meet learners expectations with wireless that always. learning support and access after release Among the key works a VLE that is available without downtime up to. student requests is for a dedicated technology enabled date hardware and software and accessible printers. learning space within prisons Despite persistent problems. in terms of access support and quality of content the Virtual Deliver a relevant digital curriculum. Campus http testvc2 meganexus com portal index, is viewed by offender learners as having considerable Provide support and incentives for teachers to. potential Perceptions of a lack of tangible progress in integrate digital resources into their teaching. prison support for the Virtual Campus and upskilling. offenders may ultimately erode this enthusiasm Make effective use of VLEs and LMSs. Findings Engage with assessment and accreditation bodies to. Stakeholder interviews learner focus groups and consultation allow or even encourage the use of technology in. events have reinforced the findings from the literature formative and summative assessment and other. review Learner expectations of the technical infrastructure innovative approaches to teaching. are not excessive and chiefly involve the ability to use. machines running standard Office and Word type packages Offender learning lacks access to devices. or similar over a reliable internet connection with access technologies and the internet and lack of access to. to software which is used in the workplace Access to a digital content and online tutors may drive teachers. decent quality laptop or the facility to use their own printers into very traditional pedagogy. and high speed reliable Wi Fi are consistently among the. top rated student priorities together with learning or Flowing from these we make seven recommendations. refreshing basic ICT skills Younger learners in particular to all skills providers with a number of additional. expected the same or better services than they had had recommendations specific to the three main subsectors. in school Many of the learners who participated in the. focus groups were not used to being asked about their. technology ownership use and needs but strongly,welcomed the opportunity to talk about these. 6 Digital student skills study,Executive summary, Recommendations for all providers Specific recommendations for FE colleges.
and private training providers delivering, Develop a strategy and operational plan for using apprenticeships. digital technology which fits with the organisation s. aims and objectives and is embedded in overall Ensure that provision for work based learners gives. strategic planning processes them access to and training with the software they. will encounter in the workplace Where this may, Involve learners in the planning and implementation involve costly specialist software look to develop your. of digital technology Develop various approaches for partnerships with the appropriate employers. identifying learners digital skills and expectations. listening to what learners say and taking their Ensure that time is made for engaging learners on their. contributions fully into account use of technology and their expectations This may be. through surveys focus groups or using technology to. Provide a digital environment that is robust and fit for gather learners views and ideas Some providers. purpose in all learning locations That access to a commented that their contact time with learners was. decent quality laptop or the facility to use their own severely restricted for instrumental reasons but time. high speed reliable Wi Fi and printers are consistently listening to learners will be time well spent and should. the top rated student priorities suggests that policy be reflected in improved learning outcomes. makers and managers at all levels may be wise to, focus on these fundamental goals first above more Specific recommendations for Adult and. emerging technologies Community Learning ACL providers. Prioritise Continuing Professional Development CPD Lower expectations should not be used as a reason. for staff especially part time and casual staff using for not attempting to provide good connectivity. peer learning where possible where learning locations are owned by other. organisations ACL providers should seek to negotiate. Develop staff knowledge of assistive technology for use appropriate access to Wi Fi and the web. with learners with learning difficulties and disabilities. VLEs are not always used effectively and training staff. Further develop staff practice with VLEs and ensure in their use should be a priority. that the information on them is consistent timely, and accessible Specific recommendations for providers of. learning in prisons, Develop coherent policies for Bring Your Own Device.
BYOD and support these Prison education staff should seek to extend the. boundaries of technology within the prison where, Audit and evaluate the effectiveness of the they work. organisation s technology provision against sector. benchmarks and learning outcomes The use of Virtual Campus should be encouraged. and developed,Digital student skills study,Executive summary. Staff should not allow barriers to technology use to Jisc HOLEX for ACL Institute for Learning and Work. corral them into unimaginative and traditional and The Association of Employment and Learning. methods of pedagogy Providers AELP for training providers should. provide support and training for the effective use of. Staff should ensure that records of learning are readily VLEs and LMSs and other relevant tools. transferable to other providers if prisoners are moved. or released to provide continuity of learning Jisc could advise relevant partners on how to further. develop the Virtual Campus for learning in prisons. Recommendations for Jisc and sector bodies, The text of the report makes reference to a number of. With the need for CPD for staff in technology awareness reports papers and documents gathered in the literature. and use to be prioritised in management planning we review and the full suite of references is given in the. recommend that as a priority Jisc customises the Jisc bibliography of this review see JISC SkillsSectors. Digital capability service for the skills sector to ensure Literature Review SEROFinal. the language and context is appropriate to training. providers and adult learning tutors,We recommend that Jisc further develops a learner. diagnostic tool to support providers in their understanding. of learner technology needs, We recommend that Jisc continues to offer the Learner.
digital experience tracker survey to FE colleges, training providers and adult learning services so as to. enable providers to gather consistent data on their. learners expectations and experiences of technology. We recommend that Jisc provide technology support, to smaller training providers and ACL through Janet. Eduroam to enable better Wi Fi access for learners. particularly in more isolated learning locations, Jisc and other sector bodies should compile a list of. the most useful and appropriate tools for technology. use in the skills sector especially including software. for supporting learners with learning difficulties. and disabilities, Jisc and other sector bodies should keep a list of. exemplars of good practice and encourage networking. between providers,8 Digital student skills study,1 Introduction aims and overview of research.
1 Introduction aims and,overview of research, This is the third Jisc digital student study the first two have explored. the technology use and needs of learners in higher and further. education with a brief exploration of schools and this study covers. learners in apprenticeships adult and community learning and prisons. In this sector the range of learners is very broad with. ages ranging from 16 to 90 a multiplicity of reasons for. learning and great diversity in the technology knowledge. and experience that they bring to the table, The aim of all three studies has been to investigate learners. expectations and experiences of the digital environment. in order to make recommendations on the services and. support that Jisc sector bodies and providers could. digital content and online tutors may drive teachers into very traditional pedagogy Flowing from these we make seven recommendations to all skills providers with a number of additional recommendations specific to the three main subsectors 6 Recommendations for all providers Develop a strategy and operational plan for using digital technology which fits with the organisation s aims and

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