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How colleges are transforming their EdTech strategy – Best practice and solutions to help you develop your online delivery
A webinar series funded by Ufi VocTech Trust
Introduction
• Weekly webinar series from 3rd June @ 2pm.• Series of speakers from colleges, government and EdTech
companies.• eBook Publication is the final output.• Topics – Practitioner led:
o Equality of access to online learning programmes.o Infrastructure. o Investment .o Basic digital skills.o Teacher CPD.o Immersive technology. o Safeguarding. o Delivering high quality teaching, learning and assessment. o Student engagement.
• Golden thread is no learner left behind.• Please feedback through survey so we can refine.
Elevating the UK Further Education and Skills Sector
Robin Ghurbhurun
Managing Director FE and Skills
Shaping the FE sector to prosper
from a technology enabled future
UfI EdTech Webinar
Ambition for FES
For the FES sector to be world leaders in their use of technology
How can technology elevate:
• teaching, learning and assessment
• student experience and outcomes
• stakeholder experiences
• business operations
• responsiveness to change
Jisc at the forefront of FES digital ambitions
Ambition
Trusted digital expert and valued partner
World Class provider of digital and advisory services through innovation
and co-design
Integral to institutions and the sector’s ability to serve people as lifelong
learners
Belief
Digital, data and technology can elevate all aspects of an institution and
Jisc is here to serve, advise and support FES providers on their journey
Change
A digital elevation model to support FES providers through
transformative change
Insights
Digital elevation – sector environment
Digital elevation model
5-key themes for members:
Learner
experience
(digital
learner
journey)
Staff experience
(digital confidence,
well-being,
talent acquisition
and development)
Curriculum
development
(career/sector
focused,
learning
resources)
Underlying services
(Digital infrastructure,
data and BI, ID &
authentication,
learning spaces &
estate management)
Culture,
leadership
and
governance
(Digital first,
financial
management)
Digital leadership considerations:
Leadership:
• Clearly articulated Digital Vision and Strategy
• Promote a “Digital First Culture” and think digital by design
• Sponsor good data architecture and governance
• Promote adaptive/augmented teaching, learning and assessment
• Plan for smart and augmented campuses
• Promote digital well-being and safety
• Contribute to research – learning from ‘what works’
Data Analytics:
• Design and build with Business Intelligence in mind
• Utilise digital/data insights: staff, students, finance
Infrastructure:
• Resilient connectivity/bandwidth
• Cloud – Software as a Service, collaboration/comms
• Cybersecurity – essentials accreditation, assessment of threat
• IT capacity/expertise (virtual support desk)
Digital Content:
• Vocational/modularised skills content
• AR/VR content
• Library/LRC as a service
• Digital badges/accreditation
Digital leadership considerations:
The current EdTech
landscape of FE colleges
Paul McKean
Head of FE and Skills
IT hardware
Q4. On balance, how many of the devices
provided by your college are fit for purpose,
using a scale of 1-5 (where 1 is almost none
and 5 is nearly all) ?
1 (almost
none) 2 3 4 5 (nearly all)
Desktop devices 4% 9% 23% 29% 36%
Portable devices (e.g. tablets and laptops) 4% 13% 38% 30% 16%
Q6. (If portable devices = 1 – 3) What is the
main reason for your portable devices (e.g.
tablets and laptops) not being fit for purpose?
Number of
responses Percent
Age/wear and tear 26 87%
Q5. (If Desktop devices = 1 – 3) What is the
main reason for your desktop devices not
being fit for purpose?
Number of
responses Percent
Age/wear and tear 19 95%
Over a 1/3 colleges rate their desktop devices between 1-3, while over 1/2 colleges rate their portable devices between 1-3.Age and wear and tear are the main factors for this highlighting limited investment in these areas.
IT hardware
Q8. On a scale of 1-5, how fit for purpose are
the following at your college? (where 1 is not
at all fit for purpose and 5 is completely fit for
purpose)?
1 (not at all
fit for
purpose) 2 3 4
5
(completely
fit for
purpose)
Wifi 5% 9% 13% 36% 38%
Internet connectivity 2% 2% 2% 34% 61%
Servers 0% 7% 16% 21% 55%
Storage 2% 11% 18% 16% 54%
Local area network 4% 5% 14% 25% 52%
Analysis of Jisc’s infrastructure reviews leads Jisc to conclude that 85% of further education members reviewed have concerns relating to gaining Cyber Essentials certification in line with the ESFA expectations in 2020/21 (NB. ESFA have scaled back their expectations to ‘best endeavours’ given colleges competing priorities).
Cyber security
Q18. Approximately how many ‘major’ and
‘minor’ cyber security incidents has your
college experienced in the last 12 months?
(By major we mean any that have caused
significant business disruption) None 1 to 4 5 to 10 10+
Don't know /
Data
unavailable
Major 88% 11% 0% 0% 2%
Minor 23% 46% 16% 11% 4%
Q4. Does someone in your college have
overall responsibility for cyber security? Number of
responses Percent
Yes, we have a dedicated person or team 17 30%
Yes, but it’s part of someone’s wider role not
their sole focus
39 70%
Q22. To what extent do you agree or disagree
that your college is able to deal with a cyber
security risk?
Number of
responses Percent
Strongly agree 6 11%
Agree 33 59%
Neither agree nor disagree 15 27%
Disagree 0 0%
Strongly disagree 1 2%
Don't know 1 2%
Over a 2/3 colleges have experienced at least 1 cyber incident while over 1/4 have experienced more than 5.
Cyber security
Q20. Do your staff undergo any cyber security
awareness training?Number of
responses Percent
Yes, it's compulsory for all staff 30 54%
Yes, it's compulsory for certain staff 7 13%
Yes, it's optional 9 16%
No 9 16%
Don't know 1 2%
Covid-19 has seen a significant increase in phishing attempts with cyber criminals looking to exploit changes in working practices and the fact people are working from home.
Online delivery/learning
Safeguarding
•Safeguarding policies and procedures extended to cover online?
•Web filtering on college owned devices
•Learner agreements filming clauses re: online meetings
•Protocols for online meetings i.e. dress code and whether 1:1
Q21. Do your students undergo any cyber
security awareness training?
Number of
responses Percent
Yes, it's compulsory for all students 10 18%
Yes, it's compulsory for certain students 5 9%
Yes, it's optional 10 18%
No 20 36%
Don't know 11 20%
Online delivery/learning
Accessibility
Review of College and University accessibility statements May 2020
FE HE
Q32. How confident are you that your college
is or will be compliant with the digital
accessibility regulations for the following?
Very
confident
Fairly
confident
Not very
confident
Not at all
confident Don't know
Your college website(s) by September 2020 32% 54% 4% 0% 11%
All mobile applications by June 2021 27% 48% 11% 0% 14%
• Compliant Statements: 2.6%• Good Attempts: 1.3%• Partial Statements 14.3%• Poor Attempts: 35.4%• No Statements: 46.4%
• Compliant Statements: 30.8%• Good Attempts: 12.8%• Partial Statements 9.8%• Poor Attempts: 39.1%• No Statements: 7.5%
https://www.allable.co.uk/research/accessibility-statements-v3
Online delivery/learning
Inclusion
•Laptops for disadvantaged learners (bursary scheme)
•Lobbying to support learners suffering from ‘data poverty’
•Important to recognise whether ALL learners have the ability to attend
in real time or to access high bandwidth content e.g. Zoom/Team
timetabled sessions. Consider asynchronous over synchronous
delivery.
Online delivery/learning
Learner and staff wellbeing
Online delivery/learning
Learner and staff wellbeing
Online delivery/learning
Pedagogy
•Inclusive online learning design (asynchronous)
•Structure/scaffolding
•Direction/instruction
Research: Jisc/AoC
• Launches in May with an invitation to engage
leaders, practitioners and learners.
• Series of cross sector and agency virtual
roundtable discussions.
• Seek to promote the learning from mass
disruption across FE providers and
stakeholders.
• Create a short series of reports based on
findings.
• Focus on gathering best practice in the short
term, before exploring longer term impacts.
• Release of a first report in July 2020.
Shaping the FE sector to prosper from a technology-enabled future
Through our discussions & research we will seek to:
• understand the changing needs of staff and learners.
• identify emerging best practice.
• explore scenarios for a long-term shift to remote and
blended learning.
• understand the impact on technology & resource provision.
• identify points of consideration for leadership.
• identify funding & service gaps for sector organisations.
Elevating the UK Further Education and Skills Sector
Thank you, any questions?
UfI EdTech Webinar
Paul McKean
Head of FE and skills, Jisc
@edtechmckean
Robin Ghurbhurun
Managing Director FE and
skills, Jisc