How colleges are trans nsform forming ng their r EdTech ch - PowerPoint PPT Presentation

How colleges are trans nsform forming ng their r EdTech ch strate ategy gy – Best st practi actice ce and d soluti ution ons s to help p you develo lop p your r onlin ine deliv ivery ry A webin inar ar seri ries funde nded d by Ufi VocT cTech ch Trust ust

Intr trod oduct ction on • Weekly webinar series from 3 rd 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 Shaping the FE sector to prosper from a technology enabled future UfI EdTech Webinar Robin Ghurbhurun Managing Director FE and Skills

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 T rusted 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 Staff experience Curriculum Culture, Underlying services experience (digital confidence, development leadership (Digital infrastructure, (digital well-being, (career/sector and data and BI, ID & learner talent acquisition focused, governance authentication, journey) and development) learning (Digital first, learning spaces & resources) financial estate management) 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

Digital leadership considerations: 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

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 1 (almost and 5 is nearly all) ? 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% Over a 1/3 colleges rate their desktop Q5. (If Desktop devices = 1 – 3) What is the main reason for your desktop devices not Number of devices between 1-3, while over 1/2 being fit for purpose? responses Percent colleges rate their portable devices Age/wear and tear 19 95% between 1-3. Age and wear and tear are the main Q6. (If portable devices = 1 – 3) What is the main reason for your portable devices (e.g. Number of factors for this highlighting limited tablets and laptops) not being fit for purpose? responses Percent investment in these areas. Age/wear and tear 26 87%

IT hardware Q8. On a scale of 1-5, how fit for purpose are 5 the following at your college? (where 1 is not 1 (not at all (completely at all fit for purpose and 5 is completely fit for fit for fit for purpose)? purpose) 2 3 4 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 Q4. Does someone in your college have Number of overall responsibility for cyber security? responses Percent Yes, we have a dedicated person or team 17 30% Yes, but it’s part of someone’s wider role not 39 70% their sole focus Q18. Approximately how many ‘major’ and ‘minor’ cyber security incidents has your college experienced in the last 12 months? Don't know / (By major we mean any that have caused Data significant business disruption) None 1 to 4 5 to 10 10+ unavailable Major 88% 11% 0% 0% 2% Minor 23% 46% 16% 11% 4% Q22. To what extent do you agree or disagree Over a 2/3 colleges have experienced that your college is able to deal with a cyber Number of at least 1 cyber incident while over 1/4 security risk? responses Percent Strongly agree 6 11% have experienced more than 5. Agree 33 59% Neither agree nor disagree 15 27% Disagree 0 0% Strongly disagree 1 2% Don't know 1 2%

Cyber security Q20. Do your staff undergo any cyber security Number of awareness training? 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 Q21. Do your students undergo any cyber Number of security awareness training? 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% • 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

Online delivery/learning Accessibility Q32. How confident are you that your college is or will be compliant with the digital Very Fairly Not very Not at all accessibility regulations for the following? confident confident confident 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% Review of College and University accessibility statements May 2020 FE HE Compliant Statements: 2.6% Compliant Statements: 30.8% • • • Good Attempts: 1.3% • Good Attempts: 12.8% • Partial Statements 14.3% • Partial Statements 9.8% • Poor Attempts: 35.4% • Poor Attempts: 39.1% • No Statements: 46.4% • 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 Shaping the FE sector to prosper from a technology-enabled future • Launches in May with an invitation to engage Through our discussions & research we will seek to: leaders, practitioners and learners. • understand the changing needs of staff and learners. • Series of cross sector and agency virtual roundtable discussions. • identify emerging best practice . • Seek to promote the learning from mass • explore scenarios for a long-term shift to remote and disruption across FE providers and blended learning. stakeholders. • Create a short series of reports based on • understand the impact on technology & resource provision. findings. • • Focus on gathering best practice in the short identify points of consideration for leadership . term, before exploring longer term impacts. • identify funding & service gaps for sector organisations. • Release of a first report in July 2020.