Plasma Presentation - Bangor Screens

Transformation through digital23/06/2016Connect more with Jisc in Northern Ireland 20162

Connect more with JiscKeep in touch:#Connectmore16 / @JiscEvent Facebook pagePresentations, resources, and videos over coming weekshttps://www.jisc.ac.uk/connect-more Event evaluation From your inbox to ours

23/06/2016Connect more with Jisc in Northern Ireland 20163

Jason Miles-CampbellHead of Jisc Northern Irelandjason.miles-campbell@jisc.ac.uk23/06/2016Connect more with Jisc in Northern Ireland 20164

jisc.ac.uk

Jiscs visions for 2020

23/06/20166Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all)

Why Jisc does R&DThe goal isDelivered byFacilitated byUsingDeveloping new national shared technology servicesCollaborating across the sectorJisc as a national body with a technology focusJiscs co-design innovation processJiscs visions for 2020723/06/2016

What this means in practice

23/06/2016Jiscs visions for 20208

How do we choose what to put into the pipeline?

jisc.ac.uk/rd/how-we-innovate/co-designJiscs visions for 2020923/06/2016

How we developed the visionsWe developed some initial ideas internallyWe refined those drafts by working with core stakeholdersWe released the drafts for full public consultation

23/06/2016Jiscs visions for 202010

Interlude visions are a mugs game

flickr.com/photos/joebehr/6083727979Jiscs visions for 20201123/06/2016

Key points from each vision Jiscs visions for 20201223/06/2016

Data

Student/learner control

AI and automation

Staff skills

Student skills

Loop learningFESFESFESFESFESHE L and THE L and THE L and THE L and TResearchResearchResearchResearchHE L and T

Our current portfolio partly delivers the visionsJiscs visions for 20201323/06/2016Store servicesPlaylistsDiagnostic tool builderCuration and remixLearner Analytics ServicesDigital capabilityLearning analyticsDigital launchpadApprentice workforce developmentDigital leadershipSummer of student innovationAnalytics academyAnalytics labsQualification verificationApp and content storeResearch data discoveryResearch data usage metricsEquipment dataRepository and preservation platformResearch data shared service?

Adding to the portfolio

Jiscs visions for 20201423/06/2016

How can you get involved?

Jiscs visions for 20201523/06/2016

Andy McGregorDeputy chief innovation officerAndy.mcgregor@jisc.ac.uk23/06/2016Jiscs visions for 202016

jisc.ac.uk

Connect More the FutureDr Michael MaloneDirector of Curriculum and Information Services

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Outline of presentationCurriculum ReformContinuous Professional Development (CPD)Blended LearningProject Based Learning (PBL)ResourcesMOODLE Enhancing learning

CPD and NI Curriculum ReformQualificationsQualifications have become more academic less focus on skillsConfusing for Industry Move towards a single qualification per programmeContinuous Professional Development (CPD)CPD is a critical component of the projectProject based learning (PBL)Blended Learning

Northern Ireland Curriculum ReformPartnership with Colleges and our new Department for the EconomyLearning and assessment strategies will be completely renewed and will focus on Skills attainment technical, enterprise and employability skills integratedProject based learningBlended learningWork based learningFinal end certification

ILT Pedagogy MentoringCPD - Learning Technologies

SERC Learning Academy Pedagogy Mentoring in Learning TechnologiesSERC Pedagogy Mentoring programme in Learning TechnologiesStaff member works with LT Pedagogy Mentor who helps improve their skills in their actual classHas won a Beacon Award UK wide excellence award500 staff have completed mentoring programmeSharing this programme with international partners Toyama National College of Technology JapanTamasek Polytechnic in SingaporeKing Mongkuk College in Thailand New partnership with JISC to develop a programme to roll out to more colleges

Learning and Teaching team Antoine Rivoire has been teaching for 10 years and teaches on the Level 2 and Level 3 Music programmes.Stefanie Campbell has been teaching for 10 years and teaches University Access (English Literature), Worklink (level 1), Essential Skills Literacy.Heather Gyle has been teaching for 23 years and teaches on the Certificate in Foundation Studies and A level Sociology Owen Parkes has been teaching for 11 years and teaches Manufacturing Engineering at Further and Higher Education.Nichola OHagan has been teaching for 16 years and teaches Foundation Degree in Counselling and Level 2 Health and Social Care. Kenny McDowell has been teaching for over 10 years and teaches Essential Skills ICT. Paula Philpott has been teaching for 20 years and taught Engineering Maths, A level, GCSE, Essential Skills Numeracy and an online course for teachers on online teaching.Eddie Conlon has been teaching for 11 years and teaches Essential Skills ICT, ESOL and Numeracy. Barbara is the Teacher Tutor and supports our staff completing PGCE, CIT and new staff as well as existing staff. She has been teaching Hospitality and Catering for 33 years. PP

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ILT Pedagogy Mentoring processMentoring overviewPP

Provide programmes of CPD to develop and enhance the capacity of staff to exploit the benefits of technology in learning and teaching.

Training specific to tutorPersonalised feedback on lesson planning prior to the sessionDemonstration lesson helps staff see the technology in the context of teaching and learningPedagogically drivenOpportunity to modify as requiredTutor adoption demonstrated through a final observationPost observation reflection and action

GamificationActive learningPeer assessmentCollaborative learning Project based learningFlipped classroomCo-operative learningSelf-paced learningIndependent learningAssessment strategiesFeedback strategies

The confidence and competence of teaching staff in their use of ICT in their teaching varied widely. An increasing number of staff were making imaginative use and the mentoring programme enabled the development of strategies and approaches.24

Development of the ILT Pedagogy MentoringPP25

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Singapore Learning and TeachingTamesek Polytechnic, Singapore - Learning and Teaching conference Workshops in Ngee Ann and Temasek Polytechnics

your sharing has already had more impact on us than you knowShirley Williams | Director | Teaching & Learning CentreNgee Ann Polytechnic

Temasek showcase presentation Learning and Teaching Conference26

Pedagogy Modules

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If colleges are to foster meaningful learning, then the ways that we use technologies must change from technology-as-teacher to technology-as-partner in the learning process.29

Sharing Good PracticePP30

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Sharing Good Practice

Lynda Graham shares about her use of OneDrive with studentsPP32

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Induction of new staff

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Flipped model34

PBL Pedagogy MentoringCPD Project Based Learning

SERC Learning Academy PBL MentoringSERC Project Based Learning Mentoring Programme Partnership with TKNIKA in Basque LandImplementing the Basque PBL model15 SERC staff have completed PBL mentoring programme in May300 SERC Permanent staff will complete in June and August 2016(all Head and Deputy heads of School)300 PT staff will complete later in the year

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What is Project Based Learning?

Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying

Four key advantages of PBL

Integrating Enterprise SkillsSometimes referred to as employability skills or transferable skillsWell organised PBL should integrate these skills seamlessly Skills take time and practice to develop - they are not achieved in one attemptStudents will develop and enhance this skills in a number of different waysIndividuallyIn groups or teamsOver their lifetime and careerLeicester University have created a useful categorisation of these skills, attributes and behaviours in students

Enterprise Skills, Attributes and Behaviours

SkillsAttributesBehavioursintuitive decision making with limited informationsense of belief in selfseeks and takes opportunitiescopingwith uncertainty and complexitystrong sense ofindependencetakes initiativebuilding know-how and trust relationshipsgoal/achievement orientatedbuilds and develops networkscreative approach to problem solvingbuilds own know-how and trust relationshipsassesses and takes risksnegotiation capacitycommitment to see things throughholistic management of situationsselling/persuasive capacitysense of ownership over problems/actionsthinks strategically

Basque VET ModelCoordinated and coherent approach to curriculum innovation through an organisation called TKNIKA which works across all 64 CollegesPBL central to the innovative methodologies usedPBL has created more student entrepreneurs (at least 5 times the output that NI colleges produce)Have adapted curriculum strategies developed in other countries to suit their needs (e.g. Finland)Strong strategic partnership between their government department and the collegesInternationalisation a key element in the VET model

Introducing PBL Get the EdgeThis is a college wide project across all disciplinesAll FT students will participate 4700+Get the edge fortnight first two weeks in SeptemberLarger cohorts with Team teachingInterdisciplinary e.g. health care working with engineeringProjects will build occupation skills and enterprise skillsStudents will exhibit and present their project outcomes on last day in public spaces in each campus to canvas votes from their peersOn line Peer assessment - Students will get a chance to vote for their favourite project, but cant vote for their own

Project Based Learning - CPD with Basque trainers3 days duration15 Staff identified for first phaseJoined by 10 staff from SRCTrain the trainer 2 day course - compiledFeedback has been excellent by all attendees

PBL - CPD PlansCPD EventsstatusCPD Event in SPACE February 2016 project based learningcompleteInitial training with Basque trainerscompleteCreate train the trainer course for June (HOS, DHOS and others) completeBrief all curriculum managers on plans and developmentscompleteRoll out PBL training to all permanent staff (approximately 300)August 2016 2 trainers to a group of 30start of PBL Get the Edge fortnight rollout to all FT studentsSeptember 5 2016

Project Based Learning principles 1Scope of projectsProjects cover more that one module of a programmeFocus on smaller projects leading to bigger projectsFocus on skills acquisitionProjects must be wide enough to accommodate different outcomesProjects at level 2 or first year level 3 may already have a solution worked through by staffProject at second year level 3 or higher may be open endedProjects must have a real world scenario or be an industry challengeMultiple projects over the yearLearning objectives may be covered more than once

Project Based Learning principles 2Teaching TeamPreparation by teams in advance is essentialStudents do the work -Lecturers facilitateSmaller teaching teams more effective 3 to 4 staff RoomsStudents stay in base room and lecturers come to themRooms must be multifunctional access PCs , group work, individual research StudentsStudents work in teams for most projectsTeams selected according to a personality profile

PBL in 2016/17PBL inter disciplinary teams established in each campusMore teams can be establishedGet the Edge fortnight all FT Some new courses will be totally PBL (Level 3 Diploma in Electrical and Electronic Engineering)All Traineeship and Apprenticeship Courses will be PBL (teams need to meet now to prepare)Some courses will have an element of PBL inter-disciplinary already selected by initial PBL team

Entrebraineur Whole Brain Learning- Phase 1Research carried out on learning styles and entrepreneurial success factors of N Irelands top entrepreneursLeft and right brained dominant quick assessment documentConcluded that overwhelming majority were predominantly Right Brained did not conform at schoollearning styles and behaviours had never been assessed or explainedsuccessful entrepreneurs required a strong @left brain partner in their company

Entrebraineur Learning stylesRight and Left Hemisphere Dominance Among the sample, right brain dominant learning was the norm, in contrast to the left brain dominant learning favoured by the current education system from primary to higher education. As a result, an education system that favours and rewards left-brained thinking will discourage entrepreneurs and potential entrepreneurs.

Mental Styles Crucially, 90% of the entrepreneurs were concrete learners who tended to learn on the job rather than by absorbing abstract information in classrooms. Therefore education systems that require and reward learners for passive engagement with activity that is removed from reality will discourage entrepreneurs. A pragmatic approach is preferred.

Entrebraineur How had school helped?Dominant characteristics at school Characteristics associated with non-conforming thinking and behaviour were identified by 90% of the entrepreneurs. Entrepreneurs have difficulty following rules, they are Non Conforming. Therefore, entrepreneurs and potential entrepreneurs are more likely to question and perhaps reject educational policy and practice that is one directional and offers few alternatives. Entrepreneurs need to know why they have to do something, they tend to see alternatives and prefer to have options; not just one way of doing something.

Contribution of school to success in enterprise Apart from essential skills, most of the sample indicated that school had not contributed to their entrepreneurial success. Many had subsequently excelled educationally once in the concrete world of for-profit business and social enterprise.

Academic Attainment There was a wide variation in educational attainment. Some left school with no qualifications and others had third level education. A significant number only achieve educational qualifications once learning was related to their work.

Entrebraineur- Phase 2Research focused on enterprise skills and entrepreneurial activities of both staff and students at SERC and other CollegesMost schools and colleges encouraged left brained or conforming behaviour right brained were not supported actively discouraged A series of interviews and assessments were used to determine learning styles and profile entrepreneurial success factors (ESF) of staff and students43% of staff were frequently to very frequently entrepreneurialConcluded that a top down whole college approach supported by Senior management was the most effective cited SERC as best practice

Staff and Student results

49% Student wanted to set up a business83% College staff say they are entrepreneurial

Applying the Entrebraineur findingsSERC developing an App that will enable staff and students to assess themselves against entrepreneurial success factorsStudents will be assessed early in the year and be able to track progress through the yearLeft dominant and Right dominant staff will be deployed according to their strengthsStudents will get the opportunity to determine their learning styles, strengths and be aware of other areas they may wish to developPBL will help support more Right dominant

MOODLE enhancing learningResources

Moodle - The ApproachSell the advantages of Moodle to the team by:Shared team site (reduce duplication of resources and ease everyones prep load)Ensure that every member of the team contributed targets setHighlight examples of good practice through Moodle Monday / Webinar Wednesdays and at team meeting levelInclude Moodle workshops in staff development sessions with SMART targets for resource creationKnow and Show for tutors to showcase what they have done

AD

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Strategic themes: Curriculum Assessment, Collaboration and Blended Learning Focus was on how the learner experience and how Moodle could be used to assess learning, create greater interactivity and provide self paced, independent learning opportunities e.g.Zondle quizzes game based learningMoodle quizzes self assessmentMoodle forums, Yammer collaborationOffice Mix blended learning

AD

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Whole College Moodle StrategyBottom up and top down approachApplies to all courses, on all campusesTemplates for consistency and feel (following focus groups with staff and students)Curriculum leaders taking ownershipContent reviewed and critiqued by curriculum leaders at Know and ShowTeaching styles of curriculum leaders critiqued and peer assessed at Know and ShowLesson observation critical elementTimescale set for full implementationStudent feedback critical to design and layout

MM

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MOODLE StructureAE/GC

Staff can avail of face to face or online support through the e-authors to help with the development of their MOODLE

Standardised and collaborative approach

Make services available to as wide a range of learners as possible.

Centres provide learners with well-structured access to appropriately organised online learning materials.

Teaching staff make effective use of the technology available59

Assess and Evaluate

What our STUDENTS doPP

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What our STUDENTS doFlipped classroomPP61

https://moodle2.serc.ac.uk/slibrary/Essential%20Skills/ICT/FilesAndFolders/#/content/home

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What our STUDENTS doGame based Learning

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What our STUDENTS doLearning Styles

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What our STUDENTS doUse of Apps

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What our STUDENTS doInductionPP65

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What our STUDENTS doActive LearningPP66

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CollaborativeLearningWhat our STUDENTS doPP67

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GCSE Maths and EnglishGCSE English online

GCSE Maths Online

GainsQuality assurance Created greater team collaborationUpskilling of staffCreated more reflective practitionersAD

Following the success of BLADES, the College has developed online GCSE Mathematics and English courses for delivery in September 2015. 68

GCSE Maths

PencastsAD

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GCSE English

Sample moduleAD

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Connect More the futureCPD for staff is essential to ensure better learning methodologies are employed by staffTechnology is a key element in enhancing learning not a replacement for teachersCPD will teach teachers what appropriate resources look like and how they enhance learningColleges need to evolve continuously to embrace and leverage the advances in technology