Mindset, skillset, toolset: transforming the digital landscape
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The document discusses how South Eastern Regional College transformed its digital landscape after a merger. It established a digital infrastructure, developed support systems to track performance, and implemented a process of continuous review and enhancement. Staff skills were improved through a robust continuous professional development program that included mentoring and online training resources. Innovations like a student case conference app and online enrollment system improved support for students. Project-based learning and an annual enterprise week were used to develop student entrepreneurial skills. Technology-enabled learning was expanded through a whole-college Moodle strategy and virtual/augmented reality tools to enhance learning environments.
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Mindset, skillset, toolset: transforming the digital landscape
- 1. MINDSET, TOOLSET, SKILLSET: TRANSFORMING THE DIGITAL LANDSCAPE
- 2. PAULA PHILPOTT HEAD OF LEARNING ACADEMY SOUTH EASTERN REGIONAL COLLEGE
- 3. What Happened? What Did We Learn? Now What? Overvie w
- 4. Establish the digital infrastructure Merger of 3 Colleges – Servers, Communications MIS, VLE Systems Development Develop Support systems to track performance Management Reporting, tracking, set performance targets Review & Evaluate Continuously review, evaluate and develop further enhancements. Share. Learning resources Share best practice on what works best. Creative developers Team established Continuous Professional Development Establish a robust method to improve digital skills of staff, Pedagogy Mentors 01 04
- 5. OUTLINE 5
- 6. BACKGROUND
- 7. IMPERATIVES FOR CHANGE In late 2007 following merger had created a new structure with an in-build annual deficient of £3m Income per student was static and had not risen for some time Drop in performance due to merger process and focus on structures rather than outcome for learners Need to improve outcomes for students and businesses Needed to balance the books however: Increasing fixed and semi-fixed costs Increasing staff costs Variable cost pressures e.g. Awarding Body fees
- 9. CHALLENGES SPARK INNOVATION AND NEW WAYS OF WORKING
- 10. LANDSCAPE IS CHANGING Innovation has nothing to do with how many ..dollars you have… It’s about the people you have, how you are led, and how much you get it.” Steve Jobs
- 12. WHY ARE YOU ON THE BIKE? Go Fast, Go Alone Go Far, Go Together
- 15. Enterprise, Entrepreneurship and EmploymentLearning Academy Cloud Services Quality Systems Development Systems SERC Staff and Student Support Services HOLISTIC OVERVIEW JANE EBS MOODLE
- 16. INVEST BOTH IN THE TECHNOLOGY AND ALSO IN ITS IMPLEMENTATIO N
- 18. EXAMPLE
- 19. STUDENT CASE CONFERENC ESSome tutors were teaching across multiple programmes and couldn’t attend all team meetings Coherent approach was required to track student information and progress to provide better support Student case conference App was developed
- 20. CASE CONFEREN CES Systems integrate all databases together to provide knowledge on students requiring support Qualifications on entry Attendance Likelihood to achieve Actions to support retention of student Ensures effective communication for the tutors who teach the student Enables staff to determine the most appropriate action to support the student at case conference where all relevant staff are in attendance Recurring problems or trends identified
- 21. ONLINE ENROLMEN T 50% of FE students applied before August to the College, the remainder are ‘walk ins’ Very little time to get student information processed manually onto MIS Developed self service online application, interview and enrolment system Literacy, numeracy and ICT grades captured to enable students to be allocated to classes more quickly Greater accuracy in streaming ES students
- 23. CPD Learning Engine Development of a customised profile area on the Learning Engine: • My PDPs - Personal Development Plans • My CPD – apply online, track and monitor CPD activity • My Skills – Skills and knowledge database, enabling the recording of structured and self directed CPD as well as wider skills
- 24. PEOPLE
- 26. Early Professional Development Collaboration Continuous Professional Development Leadership & Management Continuous Professional Development • Mentored support • “Getting to grips with…” HE in FE programme • Professional Technical training • Learning Engine • Moodle Mondays / Webinar Wednesdays / 1min CPD • Outside Insight Leadership and Management • Level 5 / 7 Leadership and Management programme • Change Management project • Aspiring Manager programme Early Professional Development • Staff induction • Supportive observations and tailored support • PGCE / CIT • Mentored support Collaboration and International • Japan, Thailand, Uganda, Slovenia, Italy, Dublin, Singapore • Whole College approach to mentoring and TEL • Enterprise and Entrepreneurship LEARNING ACADEMY OVERVIEW
- 27. WHAT HAPPENS WHEN THINGS DON’T GO TO PLAN?
- 28. STAFF ENGAGEMENT CPD for staff (on a Saturday morning) - focus on bringing all up to same level, implementation of supportive lesson observations for staff outside of appraisal and new mentoring programme Annualised hours contract for academic staff agreed in 2009 - engagement with trade unions VES program, another major restructuring exercise Learning Academy focus now on best practice and international activity.
- 29. PROCESS
- 30. F A B CD E Professional Skills Technology Enhanced Skills Pedagogical Skills Collaborative and Planning skills Innovative and Critical Thinking Skills Project based Learning skills Staff Skill Cycle
- 31. PROVIDING LEADERSHIP Buy-in from management team and staff - overcome the biggest department mentality Determination Supportive consistency Strive for excellence
- 32. 32 Professional Technical Training Communities of Practice Workplace Learning Online Training Mentoring CPD Events Staff development days Curriculum days Yammer Skype Twitter LinkedIn Learning engine modules Online courses Moodle Mentors Pedagogy Mentors Project Based Learning Collaboration and communication tools such as Office tools, Yammer, Skype for business, OneNote File sharing using SharePoint, Office 365.
- 34. …BUT WHEN AND HOW DO WE SHARE…?
- 35. UNDERLY ING PRINCIPL E Teachers will not take up ideas that sound attractive, no matter how extensive the research base, if the ideas are presented as general principles that leave the task of translating them into everyday practice entirely up to the teachers. Their classroom lives are too busy and too fragile for all but an outstanding few to undertake such work. What teachers need is a variety of living examples of implementation, as practiced by teachers with whom they can identify and from whom they can derive the confidence that they can do better. They need to see examples of what doing better means in practice. Paul Black and Dylan Wiliam (1998)
- 36. TUTORS ARE THE KEY AGENTS TO EFFECTING CHANGE
- 38. GAP BETWEEN THE VALUE OF WE PUT ON TECHNOLOGY IN THE CLASSROOM AND THE ABILITY TO MAKE IT WORK EFFECTIVELY.
- 39. • Pre-mentoring assessment • Targets Set Stage 1 • Training • Demonstration • Lesson – teaching mentee’s class Stage 2 • Training • Team Teach Stage 3 • Training • Lesson observations Stage 4 • Post mentoring review • Signposts for the way ahead Stage 5 Quality Assurance The mentors are observed annually and given formal feedback: Demonstration lesson Delivering training THE PEER MENTORING PROCESS
- 40. 40 Biggest change to culture is . . . seeing teaching as a public rather than a private activity (O’Sullivan, 2011) 1 2 3 Collaboration Partnership working Sharing best practice
- 41. Job satisfaction Teacher Attrition Collegial Relationships Enhanced Leadership Skills Peer mentoring Improved Practice
- 42. INNOVATION USING PROJECT BASED LEARNING
- 43. 43 • Business Mentoring • Ingenio • Get the Edge • Student Companies Entrepreneurial Innovation Enterprise • CAST/CAPS • CDIO • Innovation Funding • International Partnerships • ‘R&D' Facilities • Competitions • Guest Speakers/Industry Visits • Project Based Learning - PBL • Student Volunteering Entrepreneurial Pyramid for Students Developing transversal skills
- 45. ENTERPRI SE FORTNIGH T Takes place during September Students complete a whole brain learning analysis, Ingenio, to help assess their capabilities Teams composed of right and left brained complementary students Projects related to their vocational area All projects logged on SERC Enterprise Portal All students groups exhibit their work publicly at Enterprise Showcase events on all campuses Students vote on each other’s projects Staff also judge projects and give constructive feedback Competition for best winning projects Live streaming of final presentation Judged by external panel of guests
- 50. SPACE
- 52. SERC ENTREPRENEURS’ CLUB Started in 2017 Aimed at bringing SERC enterprises and student start-ups together to provide mentoring and other support Chair by Professor Terence Brannigan, UU Professor of Entrepreneurship and Dr John Kelly Fingerprint Learning
- 53. TECHNOLOGY
- 54. TECHNOLOGY ENABLED LEARNING IS TRANSFORMING THE WAY THAT EDUCATION IS PERCEIVED AND RECEIVED
- 55. DOES A HIGHER SPEND ON TECHNOLOGY MEAN MORE LEARNING IS TAKING PLACE?
- 58. DATA
- 60. WHOLE COLLEGE MOODLE STRATEGY Bottom up and top down approach One College, one course Templates for consistency and feel (following focus groups with staff and students) Categorisation of Moodle courses – Platinum, Gold, Silver, Bronze Challenge to change the current level of your course Curriculum managers as digital leaders taking ownership Content reviewed and critiqued by curriculum leaders at ‘Know and Show’ Curriculum leaders required to teach a virtual class and a lesson using TEL Timescale set for full implementation
- 61. ACTIVITY RATER
- 63. 63 0 1,000,000 2,000,000 3,000,000 4,000,000 5,000,000 6,000,000 7,000,000 NumberofMoodleviews Moodle data Internal Hits External Hits Approximately 6.2 million views and 30% of Moodle access from outside of College
- 64. VIRTUAL LEARNING ENVIRONMENT Students can evaluate the learning content on the VLE using a SERC developed “ACTIVITY RATER” which prompts students to star rate the resources they have accessed.
- 65. LEARNER ACTIVITY RATINGS LEARNER ACTIVITY RATINGS
- 66. DIGITAL LEADERS
- 70. COLLABORATION
- 72. Collaboration • Japan • Thailand • Uganda • Singapore • Europe • South Africa • Pakistan • Egypt • Vietnam
- 73. SUMMARY
- 76. customerservices@jisc.ac.uk jisc.ac.uk Thank you Paula Philpott Head of learning academy pphilpott@serc.ac.uk @S_ERC Any Questions?