1999 Scottish ICT in FE Report

8/7/2019 1999 Scottish ICT in FE Report

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Draft 1, January 2000

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SURVEY INTO INFORMATION AND COMMUNICATIONS TECHNOLOGY

PROVISION, ACCESS AND POLICY IN FE COLLEGES IN SCOTLAND

REPORT TO THE SCOTTISH FURTHER EDUCATION

FUNDING COUNCIL

January 2000

CONTENTS


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1 Management summary ............. ............. ............ .............. ............. ............. ............. ............. ............. .............. ............. ............. ............. .... 5

2 Introduction ............. ............. ............. ............. ............. .............. ............. ............. ............. ............. ............. ............. ............. ............. ....... 9

2.1 Context and purpose of the study ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... .... 9

2.2 Survey methodology and response ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... ... 9

3 Computer equipment and specification ............. .............. ............. ............. ............. ............. ............. ............. .............. ............ .............. .... 9

3.1 Numbers of computers......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... ......... .......... ......... ... 9

3.2 Colleges' PC stock .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... . 11

4 Networks, Intranets and the Internet ............. ............. .............. ............. ............. ............. ............. ............. ............. ............. ............. ...... 13

4.1 Local area networks (LANs) ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ... 13

4.2 Network performance ......... ......... .......... ........ .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ....14

4.3 Network Facilities ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... 15

4.4 Internet Connectivity ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ...... 17

4.5 Network applications ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ..... 18

5 Policy, access and entitlement................................................................................................................................................................. 21

5.1 Student Entitlement ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ...... 21

5.2 Student access ......................................................................................................................................................................................................... 21

5.3 Staff access ............................................................................................................................................................................................................ 22

5.4 Meeting the demand for access to ICT .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .... 24

5.5 Constraints on Internet use ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... .. 25

6 Access in the community ............. ............. ............. ............. ............. ............. .............. ............ .............. ............. ............. ............. ........... 27

6.1 Providing access in the community ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ........ 27

6.2 Scale and use of community links ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... .. 27

7 Administrative systems ............. ............. ............. ............. ............. ............. ............. ............. ............. .............. ............. ............. ............. 29

7.1 Management of academic and administrative systems .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ..... 29

7.2 Management of Learning ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... ....... 30

8 Staff Development ............ ............. ............. ............. ............. ............. .............. ............ .............. ............. ............. ............. ............. .......... 31

8.1 Staff IT and ICT Competence ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ... 31

8.2 Future Staff Development requirements and other issues ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... . 32

8.3.1 Staff Development implications of college ICT strategies .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... . 33

8.3.2 Staff Development requirements arising from current national initiatives .... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ..... 36

8.3.3 Other issues .................................................................................................................................................................................................................. 39

9 Appendix ......................................................................................................................................................................................................... 41


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TABLES

Table 1 : Ratio of FTE students to computers ................................................................................................................................................................................. 10

Table 2 : Ratio of teaching staff to computers .............................................................................................................................................................................. 10

Table 3 : Local Area Network Specification ................................................................................................................................................................................... 13

Table 4 : LAN Performance .............................................................................................................................................................................................................14

Table 5 Percentage of staff/ students with a network ID .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ... 16

Table 6 Student entitlement to computer access ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ..... 21

Table 7 Restrictions on student access to computers .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ........ 22

Table 8 Open and restricted access times .......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... ......... ......... 22

Table 9 Access to computers for full and part-time teaching staff .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .... 23

Table 10 Achievements and priorities for staff access ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ..... 23

Table 11 Demand by students for access to ICT ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ........ 24

Table 12 Plans for community ICT access ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... .. 27

Table 13 Numbers of networked computers in the community ................ ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... ......... ......... 28

Table 14 Community partnerships ........ .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ..... 28

Table 15 Integration of administrative and academic systems ................................................................................................................ 29

CHARTS

Chart 1 Current computer stock ........ .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ...... 12

Chart 2 Links between college sites .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... .14

Chart 3 Network facilities for staff / students .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .. 15

Chart 4 Connectivity and bandwidth 1999-2001 .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... ... 17

Chart 5 Staff use of LAN / Intranet ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... ......... .......... ......... .. 18

Chart 6 Student use of LAN / Intranet ......................................................................................................................................................................................... 19

Chart 7 Staff / student use of the Internet ......... .......... ......... .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... ....... 20


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Chart 8 Constraints on Internet use .......... ......... .......... ......... ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... .......... ......... ......... .......... ....... ]25

Chart 9 Software used to track learning activity ........................................................................................................................................................................ 30

Chart 10 IT / ICT Skills levels ......... .......... ......... ......... .......... ......... ......... .......... ......... .......... ......... ......... .......... ......... .......... ......... ......... ......... .......... ......... .......... ... 31


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Survey into Information and Communications Technology provision,access and policy in FE colleges in Scotland

1 Management summary

Context and purpose of the study

This study was carried out in November 1999 on behalf of the Scottish Further Education Funding Council in order to make an assessment of the current

state of ICT provision within the sector. The study follows a similar survey carried out in England in February 1999, with supplementary research

completed in August, 1999. Comparisons are drawn between the outcomes of the English and Scottish surveys, where appropriate. Care must be taken in

the interpretation of such comparisons, particularly as the time difference between collection of data straddles the summer vacation period during which

colleges typically renew or replace equipment and implement major investments. The effect of this may be to exaggerate differences between Scottish

colleges and their English counterparts, but is unlikely to introduce a serious distortion into the comparison.

The study is based on a questionnaire sent to all SFEFC funded institutions in Scotland, to which 40 colleges (around 85%) responded in time for inclusion

in the analysis.

Colleges PC stock

The survey questionnaire requested an actual count of PCs available within each college. Based on this data, calculations were made of the availability of

computers for both students and staff within colleges. The latest complete SFEFC data on student FTEs at the time of the survey was for 1997/8. The

median value (the ratio for colleges at the middle of the range of values) is approximately 6 FTE students for every computer. This may be compared with a

median value for English colleges of 8 FTEs to every computer and greater variation between colleges. Looking at computers with Internet access

produces a median figure 9.6 FTEs for every Internet enabled machine.

The median ratio for provision of computers for the exclusive use of staff is 5:1 for all staff. If we only take into account full time teaching staff, the ratio

falls to 2.5 : 1 . Just over half of these computers offer internet access (55%), giving a ratio of 8.8 staff to every internet enabled machine. If we consider

full time teaching staff only, this falls to 5:1. There is greater variation of internet access for staff with 5 colleges reporting ratios in excess of 20:1. The

ideal ratios to which colleges aspire average 3.8: 1 for FTE students and 1.8:1 for all teaching staff. Differences in ICT provision between colleges cannot be

explained by variables such as size or income.

In general the computing resource colleges reported to be available to teaching staff and to students is slightly better than that recorded within the

English FE sector, whose aspirations are to achieve one internet enabled computer for every 5FTE students and for every permanent member of teaching

staff by 2001/2.

PCs are the mainstay of computing in colleges, with stock spanning several PC generations. The survey reports 43% of computers of Pentium II/ MMX

standard or better, whilst 16% of machines are 486 processor or less. Apple computers make up 4% of college computer stock and other computers of

all types a further 1%.

The age and specification of the existing stock must be taken into account when interpreting the actual and ideal ratios reported by colleges. It effectively

worsens access ratios in as much as it restricts the use of certain machines to particular purposes and/or to older versions of software. The impact of

this factor is likely to be greatest when we consider Internet access.


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Local area networks (LANs)

78% of the total installed computer base within the sample was reported to be networked. 10 and 100Mbps Ethernet account for roughly equal proportions

of LAN specification amongst colleges. Connections to the desktop are typically 10Mbps or a mixture of 10/100Mbps. Most colleges have multiple sites with

some form of connectivity. Amongst those reporting links, there is roughly equal split between dial-up and permanent connections, with ISDN and leased

lines the most common.

The perceived performance of existing local area networks at currentlevels of demand is generally considered to be adequate, though 6 colleges reported

significant inadequacies. Only two said their systems could deal with large multimedia files. The fact that LANs are slow at busy times (noted in 65% of

colleges) suggests that staff and students experience reduced performance at certain times of day, in which case the quality of the learning experience is

not uniform, but may be systematically distorted by the lottery of timetable slots.

Adding together those struggling to cope with current demands upon the network and those working at full capacity leads to the conclusion that 82% of

colleges would be unable to cope with increased demand for ICT access.

Internet Connectivity

All colleges have some form of Internet connectivity. Three quarters of colleges currently utilise a leased line permanent connection, with half the sector

at 2Mbps or greater bandwidth. By 2001, these figures are expected to rise to 95% and 83% respectively. 43% of respondents are connected to JANET,

with the rest contracting with a wide range of Internet Service Providers, local and national.

Network applications

35 colleges said that they have developed an Intranet, five of which were collaborative with other institutions.

The survey separated intermittent, occasional or small-scale use of LAN / Intranet applications from common practice. Staff uses of the LAN are

predominantly for Internet access and email. Both are commonplace in 64% of colleges, with some use of both reported in all but two colleges. Other

uses are typically small scale, with some notable exceptions, such as access to course documents on the network, which is common practice in eight

colleges. Videoconferencing is little used by staff.

The principal use of the LAN / Intranet for students is access to the Internet, which is reported as common by 62% of respondents. Although 33 colleges

report that students have email access, in only 12 is it common practice for students to make use of the facility.

The principal uses of the Internet for both staff and students are, predictably, information gathering and

email. However, already over half of colleges are using it to support distance learning, typically at small-scale.

College ICT policy, access and entitlement

Student entitlement to computers is formally documented by 60% of colleges, either as a general entitlement to access to computers or a more specific

formal statement. Thirteen colleges stated that there was no entitlement, explicit or implicit. Currently some form of booking or queuing characterises

access in 78% of colleges. Unrestricted access was reported by only 10% of colleges, with almost a 40:60 split amongst the remainder between those

who see this as a priority and those who very firmly do not.

Nearly two-thirds of colleges grant access to the Internet automatically to all students (65%). Only three college reported erecting any significant barrier

to internet access for its students.

Sector-wide, 18% of computers are available to students on an open access basis, with the majority in classroom or other restricted access locations.


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Staff access

Shared use of computers is the typical mode of access. No college provides sole use of computers for all teaching staff, but one does so for full-time

teachers. Sole use is a priority in the near future for only 15% of respondents. The survey found that there was relatively little difference between the

entitlements of full and part-time staff to use shared computers.

Demand for access to ICT

59% of respondents report that student demand to use computers is widespread, whilst the remainder felt that it is limited to certain courses. Half of the

colleges stated that they struggled to meet existing levels of demand , whilst a further 40% have sufficient capacity to meet current demand, but not to

deal with any significant increase. Demand is conditioned to some degree by perceived supply and it is likely that this results in a motorway effectin which

current congestion drives away potential users, but new provision rapidly becomes oversubscribed when it releases pent-up demand. Only three colleges

reported that a student could find a machine at any time (i.e., that there are always some machines unused).

Constraints on Internet use

Colleges ranked a number of identified constraints on expansion of Internet use. On this basis, the technical constraints of numberof access points

available and the speedof access were the most important.

Matters raised by colleges were the need to police inappropriate use and the cost of buying and operating suitable equipment.

Providing access in the community

Community access is defined here as the extent to which college ICT networks extend into their communities. It was clear from their answers that

colleges themselves made a distinction between community access and the activities of their own outreach centres. The scale of involvement, is quite

extensive, with one third of colleges identifying themselves as currently engaged. When planned developments come into being 92% of colleges will have

networked ICT links out into the community. This is an area where the aspirations of Scottish colleges lead their English counterparts, who reported that

one in three had networked community links with future plans looking to extend this to two in every three. It is important to note that no inferences can be

drawn from this finding regarding the overall level of community involvement, nor even the extent to which colleges take ICT into the community in ways

that do not involve a direct network link, such as stand-alone machines or laptops. There is evidence of large numbers of partnership agreements with

community bodies, though not typically of hard connectivity.

College collaborative networks continue to grow, with 27 colleges involved in planned new links.

Administrative systems

Colleges currently differ greatly in the relationship between their academic and administrative systems. There is a roughly equal split between separate

systems, linked separate systems and full integration. Plans reveal that all colleges prefer some form of link, but there is no consensus for full integration

as an ideal.

78% of the colleges surveyed (31) make some use of software to manage learner activity. Colleges are typically piloting the software, with only two making

extensive use of a package.


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Staff skills and development

Across the sector as a whole, 63% of staff are considered to be competent or advanced in their personal use of IT, whilst only 44%. are deemed

competent or advanced in their use of ICT with learners. This suggests that one in three teachers are currently unable to transfer their IT skills into the

classroom or learning centre.


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2 Introduction

2.1 Context and purpose of the study

This study was carried out in November 1999 on behalf of the Scottish Further Education Funding Council in order to make an assessment of the current

state of ICT provision in Scottish colleges. The study follows a similar survey carried out in England in February 1999, with supplementary research

completed in August, 1999. Comparisons are drawn between the outcomes of the English and Scottish surveys, where appropriate. Care must be taken in

the interpretation of such comparisons, particularly as the time difference between collection of data straddles the summer vacation period during which

colleges typically renew or replace equipment and implement major investments. The effect of this might be to exaggerate the extent to which Scottish

colleges are better resourced than their English counterparts, but is unlikely to introduce a serious distortion into the comparison.

Wherever possible the research sought to utilise the same or similar questions to the English survey, but took advantage of experience gained from that

exercise to refine the questions asked. Additional questions were introduced to reflect the particular interest of SFEFC in staff development issues.

2.2 Survey methodology and response

The study took the form of a survey by questionnaire of all 47 SFEFC funded institutions in Scotland, exploring quantitative issues relating to infrastructure

and practice. The questionnaire was published and disseminated in both paper-based and web-based formats.

40 Colleges (85% of the Sector) submitted completed questionnaires in time for inclusion in the analysis. This response rate is exceptionally high by any

yardstick and may be compared with the 55% response rate to the initial English survey in February. This leads to an expectation of high levels of

reliability in the data.

The survey was very detailed and was conducted within a tight time scale. It is understandable, therefore, that as a consequence some returns were

incomplete in some sections. For this reason the basis of calculation in the report varies from the sample maximum at times.

3 Computer equipment and specification

3.1 Numbers of computers

The survey questionnaire (a copy of which is to be found in the appendix to this report) requested an actual count of computers available within the college.

Based on this data, calculations were made of the availability of computers for both students and staff within colleges.

For the results of the survey to be useful, some standardised basis of comparison between colleges is required, to enable sector staff to relate their own

college data to sector norms. This matter is not without difficulty, since there is no single, unambiguous measure of student numbers that can safely be

used to calculate access ratios. A case could be made for at least four different approaches: standardising on all students (or staff); on full-time

equivalent numbers (FTEs); including only those who are full-time; SUMs. A preference for SUMs might be expected as they are widely understood and

constitute common ground for colleges. It was decided, however, to use FTEs, which allows comparison to be made with the English survey and other

published surveys.

The use of FTEs as a basis for calculations reflects a recognition that they do at least make an allowance for total hours of attendance, which a straight

count of student numbers does not. This allows us to get closer to the underlying question the ratio of available machines to potential users at any given


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time. We have not attempted to distinguish particular groups of students, nor to separate out attendance mode, pattern or site, though we recognise that

these may have a significant influence in determining access in practice.

Student FTE data for 1997/8 was by provided SFEFC. This was the most up-to-date data set available. To the extent that student numbers in the sector

have risen significantly to academic year 1999/2000 this produces results which appear more favourable than they really are. Any increase in the

number of computers available in 1999/00 is set against a smaller student base thus artificially reducing (i.e., improving) the apparent ratio. Such an

increase in the computer base is likely given the tendency by colleges to renew or replace equipment and implement major investments during the summer

vacation period. The effect of this might be to exaggerate the extent to which Scottish colleges are better resourced than their English counterparts, but is

unlikely to introduce a serious distortion into the calculated values.

Table 1 : Ratio of FTE students to computers

All computers Networked Internet connected

Mean 6.6 22.3 26.7

Median 6.1 8.5 9.6

Minimum 1.3 1.4 3.1

Maximum 19.6 361.8 361.8

Table 1 shows the calculated ratios of FTE students to all computers, networked computers and those with a connection to the Internet. The median value

of the average ( the ratio of colleges in the middle of the range of values) is a more appropriate measure of the typical position than the mean when there

are extreme values. In the case of FTEs : All computers, both values are similar, with the median value of 6.1:1 being a reasonable representation of the

sectors position. Only 10% of colleges had ratios in excess of 10:1, reinforcing the finding of relatively little variability in this measure. This is significantly

better than the comparable figures for England, where the calculated ratio was approximately 8 FTE students for every college computer, with 22% of

colleges having a ratio greater than 10:1. The ratio is also to be compared with the Scottish respondents stated ideal value of FTEs to computers, which

averaged 5:1.

The position with regard to networked computers is markedly worse. The mean value for the ratio of FTEs: networked computers is 22.3: 1, whilst the

median value is 8.5: 1, reflecting the pull of extreme values upon the mean. The median is probably a more accurate depiction of the typical position in

colleges. Across the sector, 71% of machines are reported to be networked.

Approximately three-quarters of these networked computers (55% of the total installed stock) are Internet connected. The median sector value of 9.6 FTE

students to every Internet connected computers is just over half the English figure of 17:1 inferred from the surveys in August and February. Eleven

colleges (28% of the sample) had ratios of FTEs: Internet connected computers greater than 20:1. Six colleges, however, equalled or bettered the English

FEFCs National Learning Network target value of 5 FTEs to every Internet connected machine, which is its goal for academic year 2001/2.

Table 2 : Ratio of teaching staff to computers

Full-time staff All Staff


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All computers Networked Internet

connected

All computers Networked Internet

connected

Mean 3.0 6.3 17.1 7.1 14.6 35.6

Median 2.5 3.4 5.0 5.0 8.2 8.8

Table 2 shows that the provision of computers for all members of staff, at 5:1, is marginally better than that for students, and better than the English

position of 6 staff for each machine. If we restrict the focus to full-time staff only, access to computers is significantly better than that for students, in

the middle band of colleges, as measured by a ratio of 2.5 full-time staff to each computer. 75% of these machines are networked. The median value for

access to Internet connected machines of 5.1: I appears to be a reasonable measure of staff access to internet enabled machines , though one quarter of

colleges have a ratio in excess of 10 : 1 ( with 5 colleges in excess of 20 full-time staff for every internet connected machine). This compares with median

values in England of 3.2 full-time staff to each computer, rising to 5.6:1 for Internet connected machines.

Ideal values of the access ratios

The mean ideal ratio of students: computers indicated by colleges was 5:1. There was little variance in the aspirations of colleges in this respect, with 75%

of responses being in the range between 1:1 (4 respondents) and 6:1. The average was lower than in the English survey (6.5:1) and the degree of variation

significantly less, comparing favourably with the FEFCs English National Learning Network target of 5 FTEs to each Internet-connected computer by

academic year 2001/2. The average target, or expectation expressed by colleges for 2001 was a surprisingly high 8:1, which represented a worse position

than the current averages estimated by the survey. The potential source of such a view may be concern that investment will be unable to keep pace with

growing student numbers, coupled with the observation, noted earlier, that reliance on 1997/8 FTE data may have overstated the calculated ratios.

The median ideal staff: computer ratio was 1:1 with a mean of 1.8:1, (England 2.3:1). Two out of every three respondents cited a machine for every member of

staff as the ideal, with only three colleges quoting more than 3:1. This suggests that colleges regard the computer as an essential tool for teaching staff.

The target or expectation overall for 2001 was a computer for every two teaching staff, a finding more in line with current ratios. Responses showed little

evidence of the pessimism that characterised the expectations for student provision.

3.2 Colleges' PC stock

The survey attempted to estimate the age distribution of the installed stock of computers. The age and specification of the existing stock must be taken

into account when interpreting the actual and ideal ratios reported by colleges. It effectively reduces access ratios if it restricts the useof certain

machines to particular purposes and/ or to older versions of software. The impact of this factor is likely to be greatest when we consider Internet

applications.

A simplified classification of stock separates machines into 486, Pentium I and Pentium II processors and above, Apple Mackintosh and a catchall Other

category. An arbitrary identification was made of Pentium II as the minimum standard for reasonable Internet access.


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As Chart I shows, IBM-compatible PCs dominate computing in colleges, with stock spanning several generations. The survey recorded 43% of computers

of Pentium II/MMX standard, whilst just 16% of machines are on a 486-processor or worse.

Apple Computers make up 4% of college computer stock and other computers of all types account for only 1% of the total in use.

Chart 1 Current computer stock

We might expect internet applications to be restricted, in speed of access if nothing else, to the extent that 59% of the installed stock is Pentium I / 486

processor or older.

The comparison can be made with English colleges, where only 37% of installed stock is Pentium II or above whilst a quarter of all machines are 486

processor, or older. This observation may exaggerate the true difference insofar as English colleges may have renewed and replaced equipment over the

summer vacation, which is often the peak period for new equipment or upgrade.

Differences in computing resource between colleges

The differences in computing resources, using access ratios as a proxy variable, were analysed using measures of size (FTE) and income (capital and

revenue) for 1999/00 as potential explanatory variables. These variables were chosen as representing measures of demand for resources (FTEs) andpotential capability to meet that demand (income). In no case did the correlation coefficient exceed 0.3, a value that means there is absolutely no

relationship between of these indicators and the extent of computer provision in a college. A possible and unsurprising deduction from this could be that,

sector-wide, the policy and priorities of college managers are the overwhelmingly significant determinants of ICTs place in both the budget and scale of

the enterprise. Relative levels of commitment to ICT overall within the sector (as is the case in England) appear to be determined by will rather than

resources. This conclusion does not deny the existence of individual cases where budgetary stringency has overwhelmed intent.

Chart 1

Current Computer Stock

0%

10%

20%

30%

40%

50%

Computer type

%o

ftotalstock

% 4% 43% 36% 16% 1%

Apple

Macintosh

Pentium II or

above

Other

Pentium

486 and

belowOther


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4 Networks, Intranets and the Internet

4.1 Local area networks (LANs)

The overwhelming majority of computers in most colleges form part of a local area network, with 78% of the total installed computer base within the

sample reported to be networked.

The principal technologies employed within college local area networks are summarised in Table 3 below.

Table 3 : Local Area Network Specification

Specification No of colleges

10 MbpsEthernet 18

100 Mbps Ethernet 20

Other 0

Base = No of respondents

Colleges were asked to state if their network is mainly 10 Mbps or 100Mbps Ethernet, or some other specification. 10 and 100Mbps Ethernet account for

roughly equal proportions of LAN specification amongst colleges.

Some colleges explicitly noted a mixture of 10 and 100 Mbps connections. The survey did not invite detailed description of networks, but it is to be inferred

that some colleges are operating a 100 Mbps backbone with 10 Mbps connections to the desktop over at least some part of their LANs.


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Chart 2 Links between college sites

35 colleges gave details of the links between their sites, six of them reporting no links. Leased line (14 colleges in total ) and ISDN (14) dominate, with 7 of

these utilising both, whilst the only two colleges reporting modem-based links use them to supplement their ISDN connections.

4.2 Network performance

The perceived performance of existing local area networks at currentlevels of demand is generally considered to be adequate, as indicated in Table 4.

Table 4 : LAN Performance

No of colleges

Always smooth without appreciable delay 8

Generally works well but slow at busy times 26

Slowness/unreliability a frequent problem 6


However, the fact that they may be slow at busy times (in 65% of cases) suggests that staff and students can expect reduced performance at certain

times of day. This carries with it the implication that the quality and consistency of learning opportunities may be dependent on the lottery of timetable

slots. More worrying are the 6 colleges reporting frequent unreliability or slowness.

When asked about the ability of the network to deal with large multimedia files, only 2 colleges said their systems could cope without problem, whilst 12

noted that they could not handle such files. The remaining 26 colleges do not encourage such use.

The survey questioned the capability of networks to meet the demand placed upon them. Nine identified themselves as being unable to meet present

Chart 2 Links between sites

6

14

6

14

14

4None

Leased

Modem

ISDN

Microwave

Cable

Other


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15

demand. Taken together with the 23 colleges that said that they are currently operating at full capacity, this means that 82% of those who answered this

question are unable to respond to any increase in demand, whether from rising student numbers or from an increased demand at existing levels of

enrolment for greater use of ICT in learning. Both of these pressures upon the system might be anticipated: externally from the lifelong learning and

widening participation agendas; internally, arising from proposed staff and curriculum development programmes in ICT.

4.3 Network Facilities

The survey asked about three particular network facilities that might be made available to staff and students: a network ID; disk space on the network

server; an internal email address.

Chart 3 Network facilities for staff / students

The most notable finding relates to email, with six colleges indicating no internal email facility for staff, whilst half of all colleges do not offer email to

students.

The allocation of network IDs may be an indicator of the level of uptake of the network and its services by users, but such an inference is subject to the

following caveats:

- allocation may be automatic and unrelated to actual use

- engagement may be sporadic or minimal, perhaps limited to an induction session that is never translated into regular use

- access to the network, particularly for students or occasional users, may be managed by the allocation of passwords to a machine rather than to anamed individual

Table 5 looks at the percentage of a staff and students given a network ID by respondents.

Chart 3

Network facilities for staff / students

0

10

20

30

40

staff

students

staff 33 28 33 27

students 31 27 20 15

ID/password Server space Email All 3


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Table 5 Percentage of staff/ students with a network ID

% Staff Students

Less than 10 1 14

11 - 49 12 9

50 - 74 6 3

75 - 99 8 4

100 11 8

The number of colleges giving all staff a network ID is 11, whilst eight give all students a network ID. In one third of college less than half the staff have

network IDs. Three colleges do not allocate network IDs to students, but answers elsewhere indicate a comprehensive range of applications made available

to students, suggesting that they manage network access by another means.

What is unambiguously clear is that network IDs for students enable the automatic tracking of individual activity, an issue of increasing significance for the

management of learning.


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4.4 Internet ConnectivityAll colleges have some form of Internet connection. Of these, 83% maintain a college web site.

The forms of Internet connectivity employed range from dial-up (using either modems or ISDN) through permanent leased line connections. The

distribution of connectivity type and bandwidth in the current year and those planned up to 2001/02 are summarised in Chart 4 below.

Chart 4 Connectivity and bandwidth 1999-2001

The Chart reveals the pattern of change in connectivity as indicated by college firm plans and assuming, where no plan is reported, that the status quowill

prevail into the future. This assumption will tend to understate the extent of potential change.

The pattern shows a rapid decline in reliance upon dial-up technologies and sub-2Mbps leased lines as colleges move to 2Mbps or greater. The results

indicate a doubling of the numbers employing bandwidth in excess of 2Mbps, so that by 2001/2 over four-fifths of sector colleges will be operating at a

minimum bandwidth of 2Mbps. This is the minimum bandwidth at which it is planned to connect all of the English colleges to JANET by March 2001 under the

FEFCs National Learning Network initiative.

The major Internet Service Provider is JANET, with 9 primary and 8 secondary connections accounting for 43% of the sector. Dialnet (6), Demon (3) and

RM (3) are the only other ISPs named by more than one college, with the remaining institutions served by a varied collection of national and local

organisations.

Chart 4

Connectivity and bandwidt h 1999-2001

0

5

10

15

20

25

college 1999/00

2000/01

2001/02

1999/00 2 9 11 9 11

2000/01 2 8 9 9 14

2001/02 1 2 5 11 22

Modem ISDNLeased line

< 2Mbps

Leased line

at 2Mbps

Leased line

> 2Mbps


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4.5 Network applications

Staff uses of the LAN are predominantly for Internet access and email. The former use is commonplace in 25 colleges (64%), with some use reported in afurther 14. Email is reported in all but two colleges and commonly used by staff in 25 colleges . Staff exploitation of other LAN applications appears to be

at an early stage in most institutions, with full advantage yet to be taken of the possibilities. Video-conferencing in particular remains a minority activity

amongst staff.

Chart 5 Staff use of LAN / Intranet

Chart 5

Staff use of LAN / Int ranet

0

10

20

30

40

50

Activity

No.ofcolleges

Is used

Is common

Is used 39 37 26 26 19 13 12

Is common 25 25 4 8 4 1 5

Access toInternet

Email Learningmaterials

Coursedocuments

Support &guidance

Video-conference

Other


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The principal use of the LAN / Intranet for students is, predictably, access to the Internet, which is reported as common by 62% of respondents. Although

more than three-quarters of colleges report that students have email access, in only one in three is it common practice for students to make use of the

facility. Chart 5 suggests that network investment and development has yet to be fully integrated into the learning experience of students.

art 6 Student use of LAN / Intranet

Chart 7 (below) reveals that the main uses of the Internet cited for both staff and students are as an information resource and for email. This observation

may be interpreted in the light of the responses above, as suggesting that the only truly commonplace use of the Internet by students is for researching

and gathering information, given that use of email is fairly limited in practice. The responses indicate that colleges are engaging in investigativeand

developmental work on delivery and support of distance learning together with more general advice and guidance.

Chart 6

Student use of LAN/ Int ranet

0

5

10

15

20

25

30

35

40

45

Use

No

ofcollege

Is used

Is common

Is used 39 33 26 20 15 11 8

Is common 24 12 2 2 2

Access to

InternetEmail

Learning

materials

Course

documents

Support &

guidance

Video-

conferenceOther


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Chart 7 Staff / student use of the Internet

Staff use of the Internet extends to marketing, where the 35 respondents who indicate this use are those who maintain a college website, which

presumably its the main vehicle.


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5 Policy, access and entitlement

5.1 Student Entitlement

The survey explored the nature of student entitlement to ICT. This may be explicit, implicit or absent from a colleges strategy. The question was posed as

to whether the college had a formal written statement of student entitlement to ICT. Seven colleges (18%) reported a specific statement of student

entitlement to access to computers, whilst a further 16 (41%) have a more general commitment to student entitlement. An equal number of colleges (16)

have no formal statement of entitlement. Three of these describe elements of student entitlement that are not formally recorded; the remaining 13 noted

that students could expect access, but it could not be described as entitlement. In England, by comparison, 81% of colleges claimed to have a formal

statement of entitlement

5.2 Student access

The particular nature of student entitlement to access ICT within colleges was examined. Table 6 below identifies the main reported components of such

entitlement.

Table 6 Student entitlement to computer access

Entitlement to complete work 27

Industry standard kit/ software 16

Full-time students entitled at any time 16

Part-time students entitled at any time 16

Entitled to use on any site 15

Base = No. of respondents

These entitlements should perhaps be interpreted as statements of intent, which may be subject to certain restrictions in practice. Responses noted

elsewhere in this report, relating to the age and quantity of computers, together with observations regarding the capability of institutions to meet the

ever-growing demands of students for access to computers, suggest that all of the entitlements listed above may be subject to some form of rationing

process, such as booking or queuing times of peak demand. The entitlement to industry standard equipment and software, which Table 6 shows to be the

most common element of entitlement and a commitment accepted by 68% of the sample, must be interpreted in the light of the reported age and varied

specification of computer stock (see Chart 1 above).

Table 7 shows that currently, indeed, the explicit management of demand through queues or booking characterises access in 78% of colleges.

Unrestricted access to computers for all students was reported by only 10% of colleges, with a 40:60 split amongst the remainder between those who

see this as a priority and those who very firmly do not. Only two colleges reported limitation of access to those on particular courses, whilst three-

quarters of the sector operates some restriction of time or place of access.


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Table 7 Restrictions on student access to computers

Better Like this Priority Not priority

Limited to certain courses 36 2 1

Limited times or places 7 30 1

Wait or reserve access 6 31 2

Unlimited access 4 14 21

Approximately two-thirds of colleges grant access to the Internet automatically to all students (65%), with a further two colleges granting it to full-time

students or those on particular courses. A further 25% imposed relatively minor hurdles to be overcome, such as user registration or a college-devisedcompetency test. Of the remainder, two colleges charge a fee to students and one imposes what appears to be a comparatively trying requirement (Head

of Department approval).

Slightly less than one in five computers (18%) are available in open access locations across the sector. Four colleges report between 50% and 60% on

open access, but half of all respondents manage 10% or less of their stock in this way.

The time and conditions of access for students are shown in Table 8.

Table 8 Open and restricted access times

Time Open Access Restricted access

General Bookable Classroom

Day, evening, and weekend 3 8 14

Day and evening 14 22 14

Day only 8 19 9

5.3 Staff access

Staff access to computers is a critical component of ICT-based curriculum and staff development. The survey found that the overwhelming majority of

teaching staff have some kind of access at work.


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Table 9 access to computers for full and part-time teaching staff

All Most Some Few None

Use their own designated computer f/t

(p/t)

1

(0)

2

(0)

13

(2)

19

(7)

2

(25)

Use shared computer in office f/t

(p/t)

13

(10)

14

(16)

11

(8)

0

(6)

2

(0)

Shared staff/student access area f/t

(p/t)

0

(2)

4

(6)

6

(10)

10

(8)

13

(10)

Do not have access f/t

(p/t)

0

(0)

1

(1)

1

(2)

4

(8)

27

(22)

Table 9 distinguishes full-time teaching staff from part-time, with the values for part-time staff shown in parentheses.

Three colleges provide sole use of computers for all or most full-time teaching staff. Not surprisingly, this does not extend to part-time teachers, though

two colleges indicate that they make a dedicated computer available to some part-timers whilst a further seven extend this facility to a small number.

institutions are clearly constrained from pursuing any staff development or curriculum enhancement programmes that rely upon individual ownershipof

machines.

Shared use of computers is the dominant mode of access in colleges for the great majority of teachers, as Tables 9 and 10 show. Whilst the nature ofaccess for part-time staff is clearly more restricted in terms of sole use of a computer, there is little difference, in entitlement, between full and part-

timers when the resource is shared. Some form of pecking order that restricts actual use by those part-time staff who teach few hours or whose time on

campus is intermittent may assert itself In practice, but the evidence presented does not suggest any sort of systematic reservation of ICT facilities for

full-time teachers. Such a finding should not be interpreted as suggesting that access for part-time teachers is not problematical.

Six colleges identify themselves as having some staff who have no access to computers, of whom one judges this to be the case for the majority of its

staff.

Sole use is cited as a priority by six colleges (15%), with eleven stating firmly that it is not. Given that two-thirds of respondents view a computer for

every member of staff as the ideal (see Section 3.1) it is clear that other budgetary priorities currently take precedence.

Table 10 Achievements and priorities for staff access

Achieved Priority Not a priority

Access for all staff to a computer 18 1 0

Access for all staff to a shared office computer 10 7 6

Sole use 0 6 11


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5.4 Meeting the demand for access to ICT

59% of the sample reported extensive demand amongst students to use computers (see Table 11), whilst 41% felt it to be limited to certain courses. Thisfinding differs significantly from the findings of contemporary Becta surveys in England and Wales, where over 90% of the colleges in both countries

considered demand to be widespread amongst students. It also contrasts sharply with the picture presented of student demand for Internet access,

which 92% of colleges believe to be considerable, a result which mirrors the English and Welsh findings.

Table 11 Demand by students for access to ICT

The college has difficulty meeting this

level of demand

The college has sufficient capacity to

meet this level of demand

The college has sufficient capacity to

meet greater than this level than this

Computers Internet Computers Internet Computers Internet

Demand is widespread 22 20 1 15 0 0

Demand is limited to certain

courses/ groups

14 0 2 3 0 0

There is little demand 0 0 0 0 0 0

Despite the apparently lesser demand for access to computers, the Scottish experience is identical to others in that colleges struggle to meet demand,

both for computers per seand for access to the Internet. 92% of the respondents said that they had difficulty meeting current levels of demand, whilst

the remainder are at full capacity. No college felt it could meet anticipated increases in demand for access to computers, nor for access to the Internet,

which may underpin the prediction of worsening access ratios by 2001 reported in section 3.3 above. Fifteen colleges, accounting for 40% of the

respondents, believed they have the capacity to deal with increased demand specifically for Internet access.

An attempt to explore the relationship between ability to cope with demand and availability of computers revealed no significant correlation. This findingmirrors similar analysis conducted by Becta in England and elsewhere. The result appears to be counter-intuitive; even if we accept that some of those

most abundantly rich in computing resource might still fail to meet demand, it seems improbable that some of those who are relatively worse off in ICT

provision can cope adequately with demand. If we reject as implausible the hypothesis that there is truly no relationship between the abundance or

shortfall in machines in a college and that colleges capability to meet student demand, we may look elsewhere for an explana tion.

It is possible that this is evidence of colleges managing demand, whether overtly or no, by stifling expectation and encouragement. This would suggest a

motorway effectin which current congestion drives away potential users, but new provision rapidly becomes oversubscribed when it releases pent-up

demand. This effect is amplified if restricted access for their student groups deters teaching staff from developing course materials and activities that

rely upon ICT. This view offers an interpretation of the limitation of demand for computers to certain courses in so many Scottish colleges as arising not

from lack of student interest, but from pragmatic scheduling of scarce resources to those courses for which it is a mandatory requirement. Were this to


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be true, then the analysis points not to any lessening of the pressure to invest in computers because groups of students have no desire to engage with ICT,

but rather of the need to act to ensure that all curriculum groups have the opportunity to benefit from it.

Only 3 colleges (8%) reported that students could find a machine at any time, fewer than in England (12%), where access ratios revealed significantly

fewer computers per FTE student. Four colleges stated that students could get onto the Web at any time. These findings, taken together with the analysis

of access ratios and LAN performance suggests a situation across the sector in which buoyant demand is managed down to meet limited resources by a

combination of rationing techniques and restrictions upon curriculum innovation.

5.5 Constraints on Internet use

The research team identified five potential sources of constraint upon expansion of Internet use within a college and respondents were asked to rank these

issues in the order of significance for their institution. Weighted scores were derived by giving a score of five for every time a constraint is ranked first,

four if it is ranked second and so on. Chart 8 shows that technical constraints dominate, with the number of access points the critical constraint, followed

by access speeds.

Chart 8 Constraints on Internet use

Evidence from other surveys suggests, not surprisingly, that curriculumbased concerns relating to course design and student skills move up the list

when the technical issues have been addressed. Lack of student interest in the Internet is nowhere viewed as an issue restricting development, supporting

evidence from elsewhere of high levels of student demand for access to the Internet.

Chart 8

Constraints on Internet use

0.0 5.0 10.0 15.0 20.0 25.0

Lack of

interest

Student skills

Course design

Access speeds

Access points

Rated 1st

Score

Rated 1st 3 4 10 22

Score 1.6 2.9 2.9 3.5 4.3

Lack of

interest

Student

skills

Course

design

Access

speeds

Access

points


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Colleges were invited to suggest other matters that they considered restricted increased use of the Internet. Capital and/or revenue costs were cited by

eight colleges as inhibiting expansion and seven colleges noted the need to police inappropriate use, which limits student access sites and timeslots to

those that can be staffed.


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6 Access in the community

6.1 Providing access in the community

Table 12 Plans for community ICT access

Current status Colleges

Not a priority 0

Future possibility 3

Firm plan 23

Currently engaged 13


The intention of this question was to determine the extent to which college ICT networks extended into their communities. The scale of involvement

revealed by the survey is fairly extensive, with one third of colleges currently engaged. When the planned developments come into being 92% of colleges

will have networked ICT links out into the community. This is an area where the current extent of engagement matches that in England, but the aspirations

of Scottish colleges are ahead of the other countries.

Colleges were also asked about networked home-based learning. Eight colleges are currently engaged in

this, with a further thirteen planning involvement. Of the remaining 18 colleges who answered this question,

only one expressed no interest in possible future developments.

6.2 Scale and use of community links

The survey asked whether this type of provision is common practice. Only one college answered yes to this, suggesting that other initiatives are

pioneering, developmental or experimental.

Of those who currently provide this form of learning opportunity, all report using the network for delivery of learning materials; ten colleges

offer links to tutors and advice and guidance; eight have set up links between students. Nine utilise the link

for online submission of work. It may be inferred that these are highly focussed, innovative ventures with a

clear brief for delivery and learning support, rather than marketing or recruitment channels.

The extent of such networks is estimated in Table 13, which brings college outreach centres and other

colleges/ institutions into consideration. Community connectivity, other than in outreach and other college-based sites, accounts for only 1.5% of the total number of networked machines. The large networks cited


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are the work of a very small number of colleges: two colleges account for 560 outreach centre computers, two more account for 650

HE centre computers and a further three colleges account for 4700 other college/institution machines.

Table 13 Numbers of networked computers in the community

Centre colleges machines % of total

College Outreach 15 857 13.6

SME/Business 2 41 0.6

Schools 1 1 0.0

HE Centres 3 651 10.3

Local Authority 1 1 0.0

Libraries 5 31 0.5

Other Learning Centres 2 21 0.3

Other colleges/ institutions 4 4713 74.6

It is important to note that no inferences can be drawn from this finding regarding the overall level of community involvement, nor even the extent to whichcolleges take ICT into the community in ways that do not involve a direct network link, such as stand-alone machines or laptops. An indication of the extent

to which colleges reach out into their communities can be gauged from the scale of formal arrangements with partners in the community.

Table 14 shows the number of colleges reporting some sort of formal agreement and the total number of centres supported by the arrangement.

Comparing these data with the number of colleges reporting dial-up or permanent connectivity reveals that, for example, 19 colleges have partnerships

with businesses distributed across 249 centres, but in only 7 colleges do these arrangements involve network connectivity. Table 13 , moreover, notes that

the total number of connected machines in businesses amount to 41.

Table 14 Community partnerships

Formal

partnership

Number of

centres

Connectivity

Partner type No. of colleges Dial-up Permanent

Regional network 24 128 15


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Outreach centre 23 97 15 6

Business 19 249 7

Schools 12 22 1 1

HE 15 9 2 3

Local authority 15 7 2 1

Libraries 14 63 5 1

Other 11 22 5

The general picture is of extensive engagement with the community, which has yet to fully exploit the potential of hard connectivity.

College collaborative networks

Colleges are actively seeking to increase their participation in networks with other colleges and related organisations. 27 respondents noted plans for new

networked links. These are listed below.

a) WESSNET: Ayr College; James Watt College; Kilmarnock College; Reid Kerr College; Clydebank College; Kilwinning (S.Ayrshire College); Auchnaharvie &

Arran Community Learning Centre; Other learning centres

b) Fife College; Lauder College; Glenrothes College; Elmwood College; Fife Council

c) Edinburghs Telford College; Stevenson College; Jewel and Esk Valley College; West Lothian College

d) Barony College; Dumfries & Galloway College; Crichton College (Univ. of Glasgow); Paisley Univ.

e) Bell College; Motherwell College; Cumbernauld College; Coatbridge College; South Lanarkshire College

7 Administrative systems

7.1 Management of academic and administrative systems

The survey asked colleges whether their current academic systems were completely separated, linked in some way or fully integrated with their

administrative systems.

Table 15 Integration of administrative and academic systems


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Status Current Ideal Planned

Separate 12 0 0

Separate (linked) 13 12 3

Integrated 14 8 8


There is a roughly equal division of current systems between the three possibilities. The balance of opinion, as indicated by the preferences and plans

cited totally supports the linking of academic and administrative systems, but there is no general consensus for full integration as the way to do this. If

colleges were to achieve their ideal solutions there would still be a 56: 44 split between full integration and linked separate systems. Issues of data

security, particularly relating to financial and confidential personal data, may be at the heart of this unwillingness by so many to countenance fullintegration, as is the case in large-scale networks in other sectors.

7.2 Management of Learning

31 of the colleges surveyed (78%) made some use of software to manage learning. Such software, which may be capable delivering and tracking delivery

of learning, student curriculum progress and achievement, is sometimes referred to as Managed Learning Environments (MLEs) and was

clearly distinguished in the question from Management Information Systems (MIS), whose role is to track and record the data necessary to claim funding.The proportion of colleges involved in some form of tracking is indicative of a widespread enthusiasm to adopt and develop systems to manage learning,

online and offline. Only two colleges were making extensive use of a package. This was First Class, which is the most widely utilised package, used by

twelve colleges.

Chart 9 displays the breakdown of named software. After First Class in terms of numbers of colleges using the package comes IBM Learning Space (9),

followed by Lotus Notes and Pioneer (both 6) and Top Class (5). Other packages were also being trialled, including locally developed ones.

Chart 9 Software used to track learning activity

Chart 9

Soft ware used to t rack learning act ivity

12

9

6 6

5

First Class

IBM Learning Space

Lotus NotesPioneer

Top Class


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8 Staff Development

8.1

Staff IT and ICT Competence

Colleges were asked to estimate the proportion of staff with low, medium or high levels of skill (beginner, competent, advanced) in personal use of IT and in

the use of ICT with learners. Definitions within these broad classifications were left the respondents on grounds of practicality. The research team

considered the identification of suitably bounded criteria to be a daunting task, if not impossible within the timescale. More telling, however was the belief

that respondents would share sufficiently similar common understandings of competency to enable comparison and judgements to be drawn from the

results. An average of the values estimated by each college was calculated for every category. The results are shown in Chart 10.

Chart 10 IT / ICT Skills levels

Across the sector as a whole, 63% of staff are considered to be competent or advanced in their personal use of IT. This leaves over a third whose IT skills

may need to be brought to a base level of competence. The proportion who are deemed competent or advanced in the use of ICT with learners, however,

falls dramatically to 44%. Most colleges appear to perceive competence in personal use of IT as a pre-requisite for ICT skills. Six colleges, however,

consider a greater proportion of their staff to be capable of effective use of ICT in the classroom than are effective users of IT. The results offer grounds

for speculation and debate about the relationship between IT and ICT skills and the most effective forms of professional development. Particularly

intriguing in this context is the question of why the proportion of teachers who have good levels of competency in IT falls so greatly when it comes to

applying and adapting it to their mainstream function of teaching and facilitating learning. One in three teachers are currently prevented from transferring

their IT skills into the classroom or learning centre by some barrier or barriers blocking such development.

Chart 10

IT / ILT Skill levels

0

10

20

30

40

50

60

Average%(

allcolleges)

IT

ILT

IT 37 43 20

ILT 56 26 18

Low Medium High


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8.2 Future Staff Development requirements and other issuesColleges were invited to make free text responses to three issues

- the staff development implications arising from their ICT strategies

- the staff development requirements arising from current national initiatives such SUfI and the lifelong learning agenda

- any other issues

No attempt has been made to summarise the replies. They constitute a rich body of opinion and insight that demands to be read in full by decision-makers.

They are presented below as sections 8.3.1 to 8.3.3, formatted but otherwise unedited.


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8.3.1 Staff Development implications of college ICT strategies

These responses were in answer to the question :

What implications for staff development are there in taking forward your ICT strategy ?

Significant development is required across the whole college, particularly in the development of materials for delivery online.

Using IT in the classroom Internet/Intranet literacy Supporting on-line learners

Intention to use ECDL to benchmark competence. Introduction to computers for new staff. Pilot on-line tutoring programme for 20 staff. Training in the

use of vocationally specific software (accounts, cnc, cad, etc.) Attendance at seminars/workshops development of multimedia applications

Time for staff development, finding a user friendly platform, institutional change

Use of the Internet in teaching and learning PowerPoint Basic IT

High-level development time required by staff to become skilled in the use of IT for teaching and learning purposes (e.g. on-line authorising on-line tutoring).

Some residual resistance to embracing IT as a learning tool and in some cases the feeling that it is not appropriate as a learning mechanism for certain students.

Staff require confidence in and access to IT tools. The infrastructure to support and maintain IT is crucial.

1 IT literacy 2 ILT Authoring 3 ILT Tutoring

Understanding potential of ICT in delivering distance learning reviewing learning and teaching methodologies to support flexible delivery by ICT integrating flexible

delivery and use of ICT into mainstream teaching

All staff to a level of the European Computer Driving Licence. Some staff to a suitable level of proficiency in the delivery of on-line learning. Some staff to a

high proficiency of networking.

Consultancy and seminars for the strategy. Design of infrastructure. Technical Skills to support the infrastructure in use. Achieving competency for all staff.

1)Use of ICT for teaching and learning 2)Acquiring specific application skills 3)Developing on-line material

1. All staff to have training on Internet/Intranet and its role in supporting the curriculum. 2. Train a significant core of staff in on-line course development

(course page methodologies and web page design). 3. Maintain rolling programme of staff development in IT and software applications.

Initial training of all teaching staff to basic competence level. Specialist training for staff to deliver IT supported learning to students. Specialist training forstaff to develop materials for delivery using ICT, including provision of a dedicated support base and facilities.

Access to technology (greater access) training of staff in use of ICT training of staff in ICT opportunities technical support

1. All promoted staff to be competent email and Internet users by January 2000. 2. All staff to be assigned network IDs and be able to use email by June

2000. 3. All senior managers to be competent in use of appropriate Microsoft office products by June 2000.

Developing 'courses' and Tutoring with WebCT. Putting staff through Scottish Learning Network programme on 'Supporting online Learners'. Designing

materials for web delivery.

1. Extensive need to train all staff (not already competent) to confident use of ICT. 2. Need to train lecturers and support staff in use of ICT within thecurriculum. 3. Network management / administration, technical support, Website maintenance - practical skills training required to support infrastructure.


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A) Bringing all staff to a common ICT capability level, for basic skills b) Developing/maintaining skills of college MIS department c) Developing skills of ICT experts

1. Staff require a better understanding of the potential uses of the college network. 2. Training is also required in the use of the internet to support the

curriculum. 3. Staff require to be trained in how to develop and enhance online learning materials.

Improvement in user competence with ICT in general understanding and use of ICT to support learning appropriate uses of internet and other information

resources

Use of Internal email. Use of Intranet. Use of ICT with Learners.

Compulsory training program in place for all teaching staff Nov99-Jan00 Phase II - other staff (who aren't asked for in this survey) - next year

1. Use of ICT with learners. 2. Basic Skills. 3. Specialist ICT support skills.

1. College resources 2. How quickly the staff can be trained. 3. A good ICT policy.

Core IT skills development for academic and support staff not already competent higher level IT application skills for academic staff incorporating these into the

curriculum development/training of on-line tutoring skills/competencies

IT training for all staff in basic core IT skills. Recommended competency level: equivalent to ECDL. Training in supporting learners online. Use of technology-

based resources to support all staff development activity. This will widen access, provide flexibility and enhance staff understanding of IT and learning.

Our ICT Strategy is still being drafted, but training for staff features on this strategy. However, no firm plans or arrangements are in place at present.

Our Development Plan details the staff development needs (available at www.motherwell.ac.uk). We require to train 320 staff to European Computer Driving

Licence Standard by April 2001 at a total cost of approximately 32,000. We also need to create an ongoing training system for staff in Groupwise; this will cover

100 staff per year at a cost of 6,000. In addition, to keep our technical staff up to date we are spending 10,000 per annum on training to support continuingNetwork development. Our strategic aim is to: Develop and implement staff training to extend ITC literacy of all staff and embed the use of the Corporate

Desktop. ICT literacy will remain a desirable attribute for job applicants until April 2000 after which word processing skills will become an essential requirement.

From April 2001 ICT literacy will become a prerequisite for new employees of Motherwell College. This is to underpin the aim to: Provide individual allocated

network terminals and the training to

Future plans are being looked into

Funding relevant courses for staff time constraints for release of staff funding implications and hardware requirements

For all staff to be competent in the use of Microsoft Office products. For all staff to be competent in the use of email and intranet To increase the number of

staff competent in the use of network administration

Availability cost need

Continued training required, continuous skills development and opportunities for networking with other centres to develop and disseminate best practice and

innovative solutions. We allow encourage staff to participate in conferences, etc., And to publish on work in which they are involved. Staff are given support

for projects, but a clear need for additional support and user support in general is recognised. Staff without adequate ICT resources need to be accommodated.

Development of ICT based T/L resources video conferencing for T/L technical LAN/WAN training

Use of Computer Application packages Use of Email training Use of Internet training Use of ICT as a teaching/learning tool Use of training units to train on

line tutors All staff will embark on a phased staff development programmes to give them the appropriate ICT skills.


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Basic Skills Immediate access for all staff at point of need

Provide staff with appropriate resources to develop multimedia learning material Provide and Support training programmes to support the use of IT

resources Encourage the use of IT for internal and external communication

1 Awareness raising, familiarity with hardware and software. 2 Integration with the learning process. 3 All staff need to receive basic skills training.


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8.3.2 Staff Development requirements arising from current national initiatives

These responses were in answer to the question :

What particular ICT staff development requirements will arise from your involvement with, for example, SufI, Lifelong Learning and NGfL

Inter college collaboration Development/acquisition of on-line learning resources Staff Development

Staff trained to minimum benchmark standard (ECDL) additional training in on line learning, guidance and counselling. Review of ICT links (capacity, speed, ease of

use, etc.) Inevitable increase in unit costs review of ICT policy and strategy

Staff time - funding development time We must 'enable' staff Additional cost of software

Need to ensure staff are comfortable with ICT as a learning & teaching tool. There are enormous resource implications in terms of hardware and software. This is both

with regards to initial purchase and maintenance of currency

Significant need for switch in emphasis from infrastructure issues to those of developing learning content. Staff development needs as indicated in 19.1. Ongoing

maintenance and upgrade of IT infrastructure is essential.

Being able to ensure quality of materials, tutoring and support using ICLT. Expectations that access can be greatly increased through ICLT when the target groups

who are wither 'digitally deprived' or require excessive personal support. The reputation of ICLT can be damaged greatly without ensuring excellent support

mechanisms. Research has shown that only a proportion of people can learn effectively through remote on-line materials. Recognition of this fact needs to be

acknowledged.

Make significant investment in ICT related: connectivity kit staffing staff training -to 'ideal' levels and have in place a plan for further investment in order to

maintain optimum capability. This, in relation to mainstream teaching and learning, to stimulate wider access through appropriate community based and SME based

learning centres, and to provide sustainable distance learning - including learning from home - and in due course to play a part in exporting learning, through ICT -

competing for Scotland Funding of around 400,000 over the next 2 financial years - based on a calculation of our share of earmarked funds following the

governments comprehensive spending review would enable us to reach 'ideal' levels

The colleges need to be connected to the National Networks with sufficient bandwidth to enable decent levels of communication i.e. at least 2M. On-line learning will

increase in demand and delivery so suitable staff development and material production needs to be undertaken now. Someone needs to pull the technical

requirements for all initiatives together into a single strategy for development and delivery. The educational provision needs to be analysed and suitable steps taken

to move it forward ASAP.

Important to link through a main agenda. Too many initiatives can weaken thrust through lack of focus. National agendas could have main target pulling them

together. E.g. NGFL.

1)Lack of infrastructure - i.e. Access to Janet, high bank width connectivity 2) Lack of appropriate material and on-line management system 3) Cost - i.e.

Communications system to enable remote access, cost of upgrades, cost of materials 4) Recruiting appropriately skilled IT specialists, programmers/web authors,

network supervisors

1. Increase hardware and software levels to that of Higher Education. 2. A broad band network connection to any appropriate national network. 3. Development

of high quality learning materials to deliver Government agenda in upskilling Scottish population.

If ICT-based training and education is to be come established as a norm within the FE sector, teaching staff require: access to a minimum standard of equipment as

an essential 'tool of the trade',(ideally a laptop) quality training in the use of hardware and software to support learners , including on-line learners, training in

ICT materials development.


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A large development cost for learning materials that are on-line and of good quality, in specialist areas such as greenkeeping, animal care, health care

There will need to be an increase in the number of lecturers willing to embrace new technology and trained to have at least a minimal skill if meaningful support is to

be given to clients. There will also be the need to train staff to support the learning process in non-traditional ways.

As per Section 9.1 plus dissemination of opportunities arising from new initiatives from SUFI, LLL , NGFL.

1. Flexibility in staff deployment within the organisation. 2. Allocation of reasonable times for development of learning resources and online course development.

3. Human and technical resource base to support above. 4. Staff development in: a)Training staff to teach in areas of socio-economic deprivation to engage

students positively in learning. B) Adapting current curriculum materials to flexible formats of delivery.

There is a requirement to develop a better collaborative approach between the colleges participating in formal network partnerships. It will also be necessary to

raise staff awareness of the potential offered by these partnerships and to encourage their involvement within them.

Severe pressure on existing support staffing as wider access to good ICT resources becomes commonplace shift away from technology for its own sake towards

its uses (the pedagogy of supported learning)

1. Increasing awareness of the National Agendas. 2. Training Staff to use above. 3. Increasing the number of computers within the College.

Staff Development. Available teaching resources. Development of infrastructure. Funding.

Development of a curriculum portfolio to allow cost-effective fle

Documents

1999 Scottish ICT in FE Report