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learningTECH


Renewed calls to embed digital to equip students well for work


By Paul McKean


A great fiction about technology in education is that staff struggle to keep up with the pace of change while younger learners are universally adept. The reality is there are trailblazers and stragglers on both sides. Of the 13,389 FE students who responded to the Jisc Digital Experience Insights Survey 2019, five per cent said they don’t own any digital devices at all. Just 40 per cent said they have regular opportunities to update their digital skills. Yet technology is transforming the workplace, and FE providers are adapting their approach accordingly. This was a key theme of Jisc’s


Digifest event, held earlier this month, where leaders in education and business discussed the direction of Education 4.0 (see link,


right). A new Jisc report, The future of assessment: five principles, five targets for 2025, also calls for assessment to evolve, introducing digital technology for the sake of students, staff and organisations. Transformation can be led at


provider level. Steve Frampton, president of the Association of Colleges (AoC), says: “Create a three to five-year plan focused on improving teaching and learning as part of a whole-college technology implementation strategy.” Nora Senior, executive chair at


Weber Shandwick, who sits on the Independent Commission on the College of the Future, says it is time to stop repeating the fiction and instead face facts. “We need to overhaul our education system, embedding digital so we can train people with the new skills industry demands,” she says.


To read the Jisc Insights Surveys of staff and students visit bit.ly/JiscDigital Survey2019 To read the Jisc Future of Assessment report visit bit.ly/FutureOf Assessment Watch Jisc’s Education4.0 video at bit.ly/Jisc Education4


IT


IDEAS


By Ruksana Patel Audio-visual feedback is a popular choice among students, offering distinct advantages over more traditional written feedback. It is more personalised and richer than written feedback, and it can be replayed by students at their convenience. It can also save teachers time, taking around three minutes per paper. These are some of the findings


Paul McKean is head of further education and skills at Jisc.


from a research project I conducted at the College of Haringey, Enfield and North East London (CONEL) as part of my work towards Advanced Teacher Status (ATS). I trialled two feedback models: written feedback (term 1) and audio-visual feedback (term 2) to first year business students. I used Snagit, a programme that allows you to capture a document, such as a student’s work, and to provide narrative comments while showing corrections on the screen. Audio feedback, with its ability to convey tone and emotion, helped mitigate any negative student reactions. This programme has many other potential uses, including course orientations, delivering instructional lectures and encouraging student collaboration. Students perceived feedback


For those who have yet to discover the benefits of the Education and Training Foundation’s (ETF) EdTech Management Dashboard, here is a quick rundown of the useful features.


The dashboard enables providers to capitalise on the Enhance Digital Teaching Platform’s free EdTech resources across their organisation and support staff development. The Management Dashboard will help your organisation to:


• Track staff progress completing EdTech training modules and gaining digital badges; • Support staff progress as individuals, as a cohort or across your organisation as a whole; • Produce timely reports on EdTech staff development customised to reflect your curriculum areas, departments or directorships;


• Gain a dedicated online forum for staff in your organisation to share good practice; • Strengthen staff development frameworks for upskilling staff in the use of EdTech; • Support innovation in teaching and training to improve learner outcomes; • Foster communities of practice in the use of EdTech across the organisation; • Harness the benefits of EdTech to support knowledge sharing and spaced learning emphasised in the new Ofsted Education Inspection Framework. bit.ly/ManagementDashboard


to be richer than written feedback due to its multi-dimensional nature, with the combination of visual (movement of mouse) and audio encouraging deeper understanding and scaffolding. There are limitations, such as accessibility for students with hearing difficulties. There is also a need for staff training and the large size of files may be an issue in terms of storage. However, I would recommend it. Snagit has the ability to create deeper meaning by means of conveying tacit knowledge that often gets lost in written feedback.


Ruksana Patel is a Fellow of SET and has Advanced Teacher Status (ATS).


InTUITION ISSUE 39 • SPRING 2020 33


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