Support staff teach online effectively
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24 September 2020
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Support staff teach online effectively
- 1. Supporting staff to teach effectively online September 2020 #digitalcapability
- 2. Overview • Introductions and welcome • Overview of the building digital capability service and discovery tool • ‘Effective teaching online’ question set • Discussion • News and updates
- 3. Building digital capability service 3 Find out more at: digitalcapability.jisc.ac.uk/our-service
- 4. Establishing a common vocabulary 4
- 5. A starting point for staff and students: the discovery tool The Discovery tool • A self-administered quiz about professional digital practices (in education) • Designed to give useful feedback including 'next steps' and links to resources • Reflective, informative and developmental jisc.potential.ly 5
- 6. Dashboards – staff and students Staff Student 6
- 8. Individual report Each element has: • Level: developing | capable | proficient • Next steps: what people at this level can try to develop further • Resources: links to selected resources for further exploration Option to request a digital badge on completion of each question set
- 9. Institutional data dashboards • Number of completions (total and by department**/ subject area* • Digital capability scoring bands (by organisation, department**, subject area*) • Detailed heatmap provides % grid/activity question set responses • Sector comparisons for digital capability scoring bands *based on a fixed list *staff only
- 10. Discovery tool usage •Analysis of current data set • We now have over 22,000 users from 64 subscribed organisations using the discovery tool (data accurate at 22 September). • Collectively they have completed over 20,000 question sets roughly equally distributed between staff and students • Blog post of findings to be published this Autumn
- 11. Supporting staff to teach effectively online 11
- 12. Why now? ‘We will all have some nostalgia for the way things were. But as many commentators have argued – “we cannot return to normal, because normal was the problem.” …………Online education is showing me and colleagues some fantastic things that we can do so much better and will, I hope, shape our practice as teachers in higher education forever.’ Tansy Jessop, PVC Education at the University of Bristol ‘Let’s lose the deficit language about online education’, WONKHE, 02/06/2020
- 13. Discovery tool analysis: Overall digital capability questions 13 High level analysis of the discovery tool aggregated data, to be published September 2020 ‘Only 62% of respondents reported capable and proficient levels for digital teaching. This generally low confidence level is expected because the majority of staff completing that question set do not have a teaching role (37% were teaching staff, 63% were staff in other roles/departments - eg IT, estates, careers, libraries, etc.) However close examination of different departments/roles makes clear that IT staff and learning technologists scored higher in confidence on digital teaching than academics/teachers/ This also might be expected due to the supportive technical roles that these departments offer teachers and learners.’
- 14. Effective online teaching • COVID-19 - Moving online quickly • Wealth of Jisc experience - research and guides on online learning and teaching • Scaling up online learning • Experiences of online learners study • Questions in the discovery tool offer an opportunity to present some of this content in an interactive way • Needed to be relevant after COVID – appropriate for people working in blended or fully online contexts
- 15. Benefits of presenting a new question set • Timely so anticipate good engagement • Questions offer an opportunity for self reflection • Not a measure of their own effectiveness • Question options provide hints at best practice and ideas to help people enhance their practice • Feedback offer suggestions for further activities and resources provide background to help them achieve this • Opens up opportunities to have conversations • Part of CPD • Organisational initiatives around digital capability • Encourages people to work with other teams
- 16. Process – developing the question set • Establishment of a cross sector review group • Consider the aims and parameters of the new question set • Identify key elements or areas of practice – structure • Identity activities that people do – become options in questions • Produce feedback for 3 levels – developing, capable, proficient • Identify resources for reports and resource bank • Testing and feedback 16
- 17. Creating a useful structure What we ask learners to do…. Works well for all sectors - Seven elements/areas • Adapted Professor Diana Laurillard’s six learning types: • Knowledge and ideas (Acquisition) • Critical engagement (Investigation) • Knowledge application (Practice) • Dialogue and discourse (Communication) • Collaboration (Collaboration) • Content creation (Production) Added • Supporting online learners – includes building learner digital capabilities and becoming effective online learners 17
- 18. Questions 18
- 19. Questions 19
- 20. Questions 20
- 21. Individual feedback report Each element has: • Level: developing | capable | proficient • Next steps: what people at this level can try to develop further • Resources: links to selected resources for further exploration • Digital badge
- 22. Feedback 22
- 23. Feedback 23
- 24. Resource bank 24
- 25. Challenges that emerged •Accessibility and inclusion •Non institutional tools and technologies •Assessing online collaboration •Opportunities for specialist practice •Supporting students to become effective online learners 25
- 26. Accessibility and inclusion • Broad access issues – access to learning spaces, tools and technologies, infrastructure, mental and physical health issues (impact of a pandemic), access to specialist labs/equipment/resources • Organisational responsibility rather than individuals • Induction • Included within questions and feedback as points for consideration but not a separate section 26
- 27. Non institutional tools and technologies • Questions needed to acknowledge that staff may and students will use non institutional technologies but some concern about appearing to encourage people to do so • Made sure we referred to what needs to be considered around using them – reliability, student support, conditions of use, ownership of published content, etc…. 27
- 28. Student digital experience insights survey 2020 Digital tools or apps learners find really useful for learning FE learners HE students
- 29. Assessing online collaboration 29 • Encouraging collaborative learning activities - ties in with employability skills agenda • Linking collaborative activities to assessment means that students cannot opt out - difference between encouragement and enforcement • Difference between reluctant students and those with mental health problems or disabilities that may mean collaboration is detrimental to their learning and/or health • Important to make sure online students have appropriate understanding of subject area and purpose of/ benefits around collaboration
- 30. Opportunities for specialist practice • Most challenging aspect for some subjects/disciplines • Questions broad in nature so can not focus on specific challenges that some subjects have • Tried to offer suggestions and ideas to help people find imaginative solutions to providing opportunities for students to evidence practice and to get appropriate feedback • Using alumni and partners important aspect here 30
- 31. Supporting students to become effective online learners 31 • First six elements/ areas of practice are asking staff to focus on their practice in their own subject area • Encouraging a sense of belonging and effective learning practices are both relevant in face to face and online contexts • Added as a separate section with emphasis on: • cross team working (library/learning resources, IT, learning technologists, educational developers, careers, student support) • making sure staff can identify and respond to student problems, concerns or challenges • need to manage learner expectations and manage their own wellbeing
- 32. Discussion 32 1. What are your current challenges with teaching online? 2. ‘What examples of ‘effective’ practice are working well for you and your learners? 3. What support needs to be in place for your learners?
- 34. New case study now available University of Nottingham: Preparing students for the digital workplace
- 35. Digital capabilities community of practice • Launched in May 2017 and runs twice yearly • More than 100 participants from across Further and Higher Education • Next event – 17th November online • Join our Community of Practice mailing list: jiscmail.ac.uk/jisc-digcap-ug ‘Valuable for inspiring new ideas and making new contacts, for sharing resources.’ More details: digitalcapability.jisc.ac.uk/our-service/community-of-practice 35
- 36. Digital experience insights surveys 2020 Student digital experience insights survey 2020: UK higher education (HE) survey findings: https://www.jisc.ac.uk/reports/student-digital- experience-insights-survey-2020-uk-higher-education Learner digital experience insights survey 2020: UK further education (FE) findings: https://www.jisc.ac.uk/reports/learner-digital- experience-insights-survey-2020-uk-further-education Student digital experience insights survey 2020: question by question analysis of findings from students in UK further and higher education: https://www.jisc.ac.uk/sites/default/files/dei-2020- student-survey-question-by-question-analysis.pdf
- 37. Get in touch… Find out more: digitalcapability.jisc.ac.uk/subscribe/ find-out-more/ Join our community mailing list: www.jiscmail.ac.uk/jisc-digcap-ug Email: help@jisc.ac.uk (with ‘digital capability’ in the subject line) Read our blog: digitalcapability.jiscinvolve.org Join us on Twitter #digitalcapability Except where otherwise noted, this work is licensed under CC-BY
Notes de l'éditeur
- So it’s with great pleasure that I welcome you all to the webinar today, focusing on a new discovery tool question set launched on the 1st September which aims to support staff reflect on their confidence and capabilities to teach effectively online.
- I’m Lisa Gray , Senior Consultant for data and digital capability, and I’ll be presenting on behalf of the service team, along with my colleagues Sarah Knight, Head of Data and Digital Capability, Lou McGill, consultant to the service, with support from Janette Hillicks, Communities and training manager. I’ll start with an overview of the building digital capability service and discovery tool for those of you who aren’t familiar with the service. Sarah will then introduce the rationale for the new question set, before handing over to Lou to talk us through the new question set, the process through which it was developed, and the discussions points raised through the process of working with a review group from across further and higher education on this topic. We will also invite you to share your experiences of what is working well for you in your move to teaching online, and challenges you face. Before we start, we’d just like to ask you to let us know if you are already using the building digital capability service?
- The Building digital capability service launched in October 2018 to subscribing colleges and universities, and offers a suit of practical tools and guidance to support UK educational organisations with all aspects of building digital capability. We’ve focused it around: how we can support from an individual perspective your staff and students to develop their capabilities and identify their strengths and weaknesses through the discovery tool; and from an organisational perspective support in your organisational journey to digital capability, and through the data from the tool help to provide you with indicative data on where your staff and students are. And we’re continuing to work with universities and colleges in partnership to explore your needs and how we can best support you in that journey through our community events and other engagement.
- All of our work is underpinned by our digital capability framework, which was the result of over 10 years of research with the sector. It has been influential in providing a starting point for how we describe and understand what digital capabilities are. It encompasses high level capabilities – around digital identity and wellbeing which focuses on developing your personal and professional identities; 4 core digital practices in the centre around communication and collaboration; teaching and learning; digital creation and problem solving; and information and data & media literacies. And the functional skills which fall out of those higher level discussions above. And we’ve taken that a step further in our role profiles – where we’ve articulated the capabilities required for particular roles in a college or university, for example teacher, learning technologist, librarian and learner – as we know that people don’t set out to become ‘digitally capable’ in a general way. They set out to learn a particular subject, to research a particular topic, to achieve particular tasks, to work towards particular goals in their career. So the 9 ‘role profiles’ provide examples of the digital practices undertaken by different roles, and align to the relevant professional competencies for each role. These profiles aren’t meant to suggest that ALL staff in particular roles, or learners, need ALL or ONLY these skills, but they can provide a useful starting point for conversations for example across a team to agree what skills might be needed, or the identification of any gaps.
- So once we understood the breadth of what we mean by digital skills, and understood the expectations for particular roles, we wanted to enable staff and students to understand where they were in terms of those capabilities, and identify actions for development? And from a curriculum perspective, what digital skills do staff need to support a digital curriculum? This was the starting point for the development of the Discovery Tool - which provides a way for staff and students to self-assess their skills, and understand their starting points. It provides a series of reflective questions that relate to the different elements of digital capability we have defined in the model (organised by the 15 sub-elements). By answering the questions staff are made aware of the skills they already have and new ones they might like to try. As it’s designed to be primarily a developmental tool, to help support staff and students explore their personal levels of confidence and capability - it is NOT an objective measure of digital competence. The language around the tool aims to ensure that users engage meaningfully and honestly with it, to ensure that they are provided with relevant next steps for developing further.
- We have two discovery tool dashboards, one for students and one for staff. These are broadly the same, with access to different question sets designed specifically for them. We have 2 student focused question sets (one for new and arriving students which is aimed more at identifying support needs for incoming students; and current students familiar with their courses of study where a new section was added to start students thinking about skills for work.) And a number for staff……
- The staff dashboard provides an ‘overall digital capabilities’ question set which is suitable for staff in any role - but we also have a range of specialist question sets which dig into more detail around a particular area of practice. So for example around the topic of accessibility and inclusion, or a role focused question set for library staff. These are all accessible from the question bank link on the left hand side. Staff can complete any of these question sets in their own time, and return to any at any point.
- Once a user has completed all the questions within a question set they are provided with a personal feedback report which provides: a visual representation of their strengths and areas for development; Their confidence level rating (developing | capable | proficient) Suggested next steps And recommended resources – all freely available; and prioritised for value in each area. Users can download their report and share it if they choose to. Users can also request a badge for completion of the questions.
- Although has primarily been designed as a developmental tool, it does also provide anonymised data to institutions to support organisational planning for example where training could be most effectively targeted. These dashboards including data on completion rates, and capability ratings that can be broken down by dept & subject (for staff) and subject (students) Care needs to be taken around how this data is used – we have guidance to help institutions make sense of their data Scoring bands needs to be used with caution – as lower scores don’t necessarily mean ‘deficit’ Mainly useful for informing conversations: With HR and staff development about overall training and development needs With teaching staff about their confidence with digital teaching, learning and assessment and their development needs With IT and e-learning teams about support for specific systems and practices With budget holders about investing in staff development and services
- From a teaching perspective, educators have made the unprecedented changes needed to move learning and teaching online in the space of a couple of months. This quote from Tansy Jessop, PVC Education at the University of Bristol in a recent article on WONKHE was emphasising the point that the current situation is bringing fresh opportunities to review what effective pedagogy looks like – we need to be learning the lessons of what constitutes better learning experiences in a blend going forward, not just return to our established practices. She isn’t suggesting that in person teaching doesn’t hold advantages, only that the benefits of online and blended approaches which focus less on content and more on engaging tasks that help students make sense of their learning and get to grips with concepts. Such approaches can prompt student engagement, agency and autonomy – and many other benefits highlighted in their recent ‘digital design’ workshops. Evidence from our recent Covid webinars is also emphasising that students are finding lengthy zoom lectures too much and too intense. But we know that that it isn’t always easy to fill skills gaps. We hope the our thoughts in the Q&A box.
- Because COVID-19 led to a rush to move teaching online there was a danger that people might focus on getting existing content into the VLE or learning environment and not on the real potential that online teaching and learning can bring. Jisc has developed expertise and experience of online learning and teaching over the last 20 – 30 years – through working with many organisations from all sectors to try innovative approaches and document these through case studies, reports and guides. There is a wealth of content around effective approaches and good practice. In particular, the Scaling up online learning programme worked with a range of organisations to produce 3 guides offering different lenses on this subject – a planning managerial focus, a curriculum development approach and one focusing on the potentials of different technologies and tools. In addition to this the Jisc Experiences of online learners study focussed on what makes an effective online learner. Producing a set of questions in the discovery tool provided an opportunity to present some of this content in an interactive and timely way. It provides actionable advice specific to the level of the individuals in a way that guides can’t do. We wanted the question set to be relevant after Covid so we aimed to make it appropriate for people working in a fully online or blended context.
- The benefits of this question set are similar to those for all the question sets. This focus area is very timely so we anticipate good engagement as a new academic year begins. The questions provide an opportunity for self reflection on a whole range of activities around online teaching and supporting online learners. The tool does not aim to offer a measure of staff effectiveness but instead question options provide hints at best practice and offer ideas that they may not have yet tried. Their feedback report offers suggestions for further activities and resources that provide more information, courses, or guides to help them move their practice forward. The discovery tool question sets open up opportunities for staff to have conversations as part of their CPD or with colleagues. This question set encourages people to work with other teams such as library or learning resources staff, IT staff, Learning technologists, educational developers, students support, careers, etc.
- We thought you might be interested to hear a bit about how we developed this question set. All question sets have been developed through a rigorous process involving a cross sector review group of people from the wider community and key Jisc staff. We begin by identifying the key elements or areas of activity of the subject area – this often emerges from the Jisc role profiles if aimed at a specific group of staff. This is a critical part of the process as it defines the stricture of the question set and has to be meaningful to the group of people that the question set is aimed at. It can also be the most challenging part of the process because all other phases depend on it. Within each element or area of practice we identify the activities that people do. This later becomes the options that we include in the questions. So for example, one of the elements for this question set is supporting online learners so for that section we identified a range of activities that might be carried out, such as creating a sense of belonging, finding out student needs, considering online safety and digital wellbeing, etc. The next step is to produce 3 levels of feedback for each element – developing, capable and proficient and we also ask the review group to suggest resources for reports and for the question set resource bank. Once we have created the new question set we add it to the discovery tool and ask the Building Digital Capability community to test it out and provide feedback before going live.
- In terms of structure, for this question set we decided to focus on what we ask learners to do as part of their learning. We felt that this would help staff consider what they already do in each area and then adapt or enhance this for an online context. This approach appears to work well for both HE and FE sectors. We decided to adapt Professor Diana Laurillard’s six learning types that developed from her Conversational framework. So the question set has the six elements listed here – we tried to make the element headings slightly more descriptive to use in the discovery tool - and we decided to add a seventh element Supporting online learners to include building learner digital capabilities and becoming effective online learners. So we feel it is useful that the structure of the question set itself identifies the well recognised activities that staff need to consider to provide a comprehensive learning experience, although some areas may be more important for different disciplines. Knowledge application, for example, is critical for some subject areas. One of our testers noted that his organisation is also structuring their teacher support activities around Laurillards six learning types. We do provide a paragraph description of each of these element headings to make it clear what we mean by these terms within the discovery tool.
- In terms of questions, each element has three questions. The first is a multiple choice grid question asking people to identify activities they already do. Users can select any or all of these. The more they select – the higher their score.
- The second is a multiple choice grid question asking people to identify what they could do if they had the opportunity. The reason we have two activity questions is that the first question includes what we might think of as essential things they should try to do, with activities in the second activity question being things that could really take their online teaching to a more advanced level.
- The third question is a self-identified confidence level slider.
- On completion of a question set the user will receive an individual report identifying their level for each of the areas, including suggested next steps and a carousel of resources. They can also request a digital badge. Subscribing organisations have the opportunity to link to their own resource records which can include organisational guides, events, support and collections that they may subscribe to.
- Here is an example of the feedback people would receive if they achieved the level – developing for the Dialogue and discourse questions. The review group were keen to ensure that feedback emphasised the need to offer a balance of synchronous and asynchronous communication opportunities to allow for more lively immediate conversations as well as more reflective longer term discussions.
- Here is another example of feedback that someone who achieved the level capable in the area of content creation. This is one of the areas where assessment and feedback featured quite a lot but also linked to students developing professional digital portfolios.
- The tool also has a resource bank for each question set where users will find the full range of resources that they can browse through which have been mapped to the different elements of the question set.
- As we progressed through the process of creating the question set some challenges emerged that prompted some very interesting discussions and we thought these would be interesting to share with you to see if they resonated with your own experiences. We identified challenges around: Accessibility and inclusion Non institutional tools and technologies Assessing online collaboration Opportunities for specialist practice Supporting students to become effective online learners
- Accessibility is a key factor affecting all learners but brings specific issues when providing online teaching. Access to basic necessities cannot be assumed and educational institutions need to identify any access issues that students may have in relation to adequate learning spaces, technologies, infrastructure such as broadband, access to specialist labs and/or equipment and the impact of mental and physical health on learning during a pandemic. We wanted to highlight considerations around accessibility for people developing and delivering online teaching – and have done so throughout the different sections of the question set. At one point during the review and testing process someone questioned if we should have a section at the beginning of the question set around accessibility. We did consider and discuss this but in the end we chose not to add an additional section. The main reason for this is that the question set is specifically aimed at individuals planning and carrying out online teaching and we felt that those broad accessibility issues were a fundamental consideration for the organisation and not individuals. So we would anticipate that student onboarding and induction would include reviews of their accessibility issues. We are interested in hearing about your own thoughts and experiences around how far accessibility issues have affected your students that are learning online.
- Another issue that emerged during the development of the question set was how far we referred to students and staff using non-institutional technologies and services. This also included issues around using open content and open source software. Some concerns were raised around providing question options about using such technologies or services as staff these may encourage to consider them when their organisation may have specific policies and guidance against using them. We do know from research and Jisc work that staff and students will use non institutional technologies and felt it was important to acknowledge this. Indeed Jisc has led projects and programmes that focused on the benefits of using open content, open source and social software. Our solution was to highlight the challenges and risks that people need to consider in using external services, technologies and software, such as issues around reliability, student support needs, conditions of use, how ownership of content can affect validity of messages, etc. We wondered if this was a challenge in your own context and how far you might use technologies and services not belonging to your organisation.
- From the 2020 Digital experience insights student survey data of just under 40,000 students from FE and HE we can see that students are using a range of tools, both institutionally provided and non-institutional. So it’s clear that we can’t ignore the use of these tools for student learning, and do need to consider the implications as discussed in the slide above.
- There was a consensus that we should encourage students to collaborate with others. This, of course, ties in with the employability and skills agenda and the assumption that everyone will have to work in collaborative ways. However, some employers have recognised and acknowledged that this may not be relevant or appropriate for some staff (particularly autistic people). The challenging conversations arose around the issue of assessing collaborative work. We know the challenges of assessing collaborative work in terms of measuring and evaluating contributions by different team members – and there are some good resources out there to help with this. The biggest issue raised by this is that assessing collaborative work means that students cannot opt out of it. Whilst many students might be reluctant or nervous about collaborating they may be encouraged if they understand the benefits. However, for some groups of students this is not simply a matter of reluctance. For some students with mental health issues or some disabilities (such as autism) being made to do collaborative work could be detrimental to their health and/or their learning. Students have been known to drop out of courses completely because of this. Providing alternative assessments is one simple way to make sure these students are not negatively affected – this may link to equality law. Having non assessed collaborative work can still tie in with the skills agenda without linking it to assessment – this could take the pressure of all students and make the emphasis on encouragement and understanding the benefits. This issue challenges some of the assumptions made about including collaborative work in courses and we wondered what your thoughts are about this issue?
- For some subject areas the biggest challenges with online learners is around providing inclusive and accessible access to specialist equipment, spaces, technologies and software so that they can practice what they have learned. The question set needs to be relevant to staff from a wide range of disciplines so we had to address these challenges in a general way – although acknowledging that this is very related to subject needs and different pedagogic approaches. So we tried to offer suggestions and ideas to help people find imaginative solutions to providing opportunities for students to carry out, evidence and get appropriate feedback. Making good use of existing case studies in their own subject areas and using alumni and partners is also suggested as helpful for this challenge. We are very interested to hear how any of you are approaching this problem.
- In this question set the first six elements ask staff to focus on their practice in their specific subject area, but we also needed to include the aspect of students becoming effective learners (in both face to face and online learning contexts). We decided to cerate a section around supporting online learners to include this aspect and also as a place to consider the digital capabilities of learners. Because this is not only the responsibility of people teaching the subject this section encourages work with other teams and sharing the load across the organisation. This is also the place we raise issues of managing learner expectation, cultivating a sense of belonging to the course and organisation, getting feedback and input from students and responding appropriately to problems and concerns. It is also the place where we raise the issue of managing their own wellbeing. What have your own experience been of student support needs during the pandemic?
- Our digital capabilities community of practice with over 100 active participants is an open community that welcomes both experienced participants and those who have not previously engaged in this field but who would like to find out more. So if this interests you and you are not already a participant, please do join our Community of Practice. We run events twice a year in partnership with universities and colleges with the focus on sharing experiences, solutions and challenges. This, along with the mailing list provides opportunities for members be kept up to date with news and events and to work together on all aspects of digital capability for staff and students Our next event will be taking place in November in collaboration with the University of Derby. Details of how to register will be available from our community page and shared through the mailing list.