e-maturity capability study for lsis
DESCRIPTION
Presentation on Practitioner Capability in using technology for learning UK 2011. Interesting findings that practitioners now have a student-centred approach to the use of technology for learning with a focus on learning outcomes rather than any piece of kit, or social media. The use of VLE's has now become 'normalised'TRANSCRIPT
E-maturity at LSIS 2011
Practitioner attitudes to technology:
a new means to explore practitioner and provider e-confidence and transformation
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
The presentationWhat we’ll cover
•The background to the research
•Issues for research in e-maturity
•How we conducted the research
•Findings
•Combining responses as narratives
•Implications of this work
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
the distinction between
e-confidencee-confidence, based on the capability of practitioners and their managers in an institutional setting to cope with the new and
e-maturitye-maturity at a system level, which emphasises the capacity of the system to assimilate and develop the affordances of technological developments to meet the needs of learners and other stakeholders.
Recognising transformation
e-Maturity and e-Confidence
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
• Survey of 250 practitioners in 5 providers
• Research instrument developed from original work at Thanet College asking about attitudes to technology-in-action
• Using Survey Monkey, the structure of the instrument was changed to incorporate free text responses to provide opportunities for respondents to expand on their responses
• Individual and provider profiles generated by the survey along with practitioner narratives
ResearchPractitioner Attitudes to Technology
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
•About yourself and the context of your work
•VLE, learning platforms and texting
•On-line discussions
•Using different media and formats in my work
•What I do
•Personal development, collaboration and reflection, which included a self-rating question using the typology devised by the project team
Structure of questionnaire19 questions in 6 sections
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
Respondents – 218 (87.5% response rate)
Providers – 3 FE Colleges, 1 Sixth Form College, 1 Adult Education provider
Survey responses – 4142 ratings provided (quantitative)
Free text response – 32,000 words (qualitative)
ResponsesThe data
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
FindingsProvider characteristics
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
Provider ProfilesThe curves
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
•Learning
•College/employer
•Resources
•Moodle
•Students
Free response analysisPrincipal themes
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
Alton Maths
I find work carried out with the VLE improves the quality of my work and learner results;
I know what texting is and I may use it.
I have taken part in on-line discussion with students for work purposes.
City Lit. Humanities
International Relations I use the VLE routinely in different ways and this work is established in my practice - uploading journal articles, book chapters - but also identifying websites and news articles of interest on websites, for my courses.
A new view
Practitioner Narratives
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
I use the VLE routinely in different ways and this work is established in my practice. I use the VLE in a variety of ways, from uploading and assessment of student's work, to announcing events and providing an online platform to download essential course materials. I use texting regularly to reach learners and colleagues. I use text tools to communicate with students, and also as a record of communication with at risk students. I am aware on-line meeting with colleagues is possible through the Internet I have taken part in on-line discussion with students for work purposes. Computer based resources are an essential tool for teaching and learning and success in my work I produce all of my learning resources using a computer. I have made sound files for students or others to hear. I use sound files and upload them for instructional purposes, and to provide evidence to assess student knowledge I have used story boards to capture work and to demonstrate techniques and important points I use video and so do my students as and integral part of teaching and learning. I have read blogs and know how to comment on one I have initiated an activity in social media I have not found social media particularly successful thus far, but am looking at ways to develop this. I can think and write reflectively. Teaching through technology is often guiding and supporting learners to their objectives I have spoken to staff teachers elsewhere in the college through formal means such as Town Meetings. I work collaboratively as a means of improving my effective contribution to College life I have arranged for students to create and share resources amongst themselves to improve learning. I can ask technicians for advice on the operation of the technology as a user. I work with colleagues in my department. I rate myself as Exploratory.
Sports and fitness lecturer
A complete narrative
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
•The enquiring mind – We’re all digital indigenous now
•Moving beyond the boundaries – wider influences
•Web 2.0 technologies – understood for personal use, but not yet for teaching – the digital natives are now part of the teaching body
•The diversity of technology in learning and teaching
•Emotive and narrative responses to technology – “a hundred flowers blossom”
•Mashing CPD and staff development together
Looking to the future
Key Findings and issues
Enhanced and transformed: Tales from the Digital Age - 6th July 2011
Contact
Nigel [email protected] Telephone – 01884-35192Mobile – 07795-028023
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