The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what we're doing in this space. You'll have the opportunity to discover more about our digital apprenticeships project, as well as our new toolkits in this area.
3. Welcome
» Agenda
» 10:30 Introduction
» 10:35 Background to the project
» 11:00 Alpha Prototype
» 11:30 Activity: Gaps and Challenges
» 12:15 Learning analytics and on-boarding
» 12:45 Lunch
» 13:30 Community Case Study 1
» 14:15 Community Case Study 2
» 15:00 Toolkit
» 15:30 Close
02/03/2018
5. Aim
We’re working on ways to improve
the apprentice experience by
capturing and analysing the many
kinds of data that can be collected
through the apprenticeship journey.
02/03/2018
6. Background
The digital apprenticeship project is
one of five new ideas to emerge from
our co-design consultations with
members and other stakeholders.
02/03/2018
7. Background
Our members and stakeholders have
asked us to research how we can use
technology to enhance and improve
the apprenticeship journey in order
to meet the needs of employers and
apprentices in the 21st century.
02/03/2018
8.
9. What we’re doing
This research is developing alongside
our effective learning analytics
project and our work to build a
learning analytics service.
02/03/2018
10. Learning data hub
At the core of the learning analytics
service is the learning data hub.
We’ll extend the learning data hub to
enable data to be gathered from all
aspects of the apprenticeship
journey.
02/03/2018
13. Why this matters
Apprenticeships is a growth area
undergoing massive reform, with a
government target of three million
starts by 2020.This is a tenfold
increase from the current level of
300,000 apprentices.
02/03/2018
14. Why this matters
Increasing and more effective use of
technology will be crucial to
achieving government targets whilst
maintaining high quality
02/03/2018
15. Why this matters
Making timely interventions will
enable apprentices to learn more
effectively.
02/03/2018
18. How we'll do it
We propose to build a tracking,
monitoring and reporting system
for employers, providers and
apprentices on top of the learning
data hub.
02/03/2018
19. How we'll do it
We’ll provide advice and guidance
on embedding digital into the
apprenticeship journey and on how to
structure data for the learning data
hub.
02/03/2018
20. How we'll do it
We will develop information on the
ethical issues surrounding gathering,
storing and using personal data,
including our code of practice for
learning analytics.
02/03/2018
21. How we'll do it
We’ll create analytics algorithms so
the tools are available when
members are ready to use them.
02/03/2018
30. Data Explorer
Data Explorer Release 1.0.2 Jan 18
New visualisations supporting
analytics of online activity,
attendance, study goal use, etc.
Push notifications to support Study
Goal
RAG Status and improved
visualisations of student activity
User Guide and videos
Jisc Learning Analytics 2017
»
31. Learning Analytics Service
VLE data
+
Student record system
+
Attendance data
+
Library data
Buildings data
+
Learning space data
+
Location data
Teaching quality data
+
Assessment data
+
Curriculum design data
Content data
+
Learning pathways data
Better retention
and attainment
Retention and
attainment
A more efficient
campus
Improved teaching
& curricula
Personalised and
adaptive learning
Efficient campus
Improving teaching
& curricula
Now
Learning
analytics
Institutional
analytics
Educational
analytics
Cognitive
Analytics and AI
Future
Jisc’s direction of travel with analytics
32. Study Goal
Study Goal: Release 1.3.0 –September. Push
targets, single targets (tasks).
Study Goal: Release 1.4.0 – Mid October
» Guides and videos
» https://docs.analytics.alpha.jisc.ac.uk/docs/study-
goal/Home
Jisc Learning Analytics 2017
33. Exercise – Part 1
»Grab some post-it notes
»Think about what systems you use to record
apprenticeship data
»Discuss with your neighbours
»Write each system with vendor name on one post-it
»Add them to the columns on the wall
What do you have?
02/03/2018
34. Exercise – Part 2
»Grab some post-it notes
»Imagine yourself to be an employer with a number of
apprentices, maybe from different providers
»Think about what information you would want to be able
to access about your apprentice from their provider
»Discuss with your neighbours
»Write one on each post-it
»Add to appropriate column on wall
What does an employer want to see?
02/03/2018
35. Exercise – Part 3
»Having looked at both sides of this, are there any
additions or modifications you want to make?
»Any problems or issues you foresee
Revisit the part 1 & 2
02/03/2018
41. Group activity
In groups, identify what are the
barriers and blockers to
embedding digital technologies
into the apprenticeship journey.
02/03/2018
58. School Available Higher/Degree
Apprenticeship
Level
HSC Healthcare Assistant Practitioner -
Perioperative Care
5
HSC Healthcare Assistant Practitioner -
Integrated Care
5
HSC Healthcare Assistant Practitioner -
Acute Care
5
HSC Healthcare Assistant Practitioner -
Mental Health
5
HSC Registered Nurse 6
CAE Embedded Electronics Systems
Design & Development Engineer
6
CAE Manufacturing Engineer 6
School Available Higher/Degree
Apprenticeship
Level
BLE Chartered Manager Degree
Apprenticeship
6
BLE Operations/Departmental Manager
Apprenticeship
5
CDT Digital and Technology Solutions
Professional
6
CDT Network Engineer 4
CDT Software Developer 4
LPF Chartered Legal Executive 6
LSE Healthcare Science Practitioner
Degree Apprenticeship
6
Staffs Uni Current
Offering
• 5 upcoming apprenticeship validations
• 11 apprenticeships under development
• 8 new apprenticeships under consideration
Apprenticeship &
Skills Digital Hub
59. Key Elements• Understanding HDA apprenticeship
policies and Performance and
Management rules.
• Responsibilities of Providers,
Employers and Apprentices.
• Educating internal staff members and
external stakeholders.
Policy
• Members of staff who work with
employers need to co-ordinate – need
one central point to actively manage
the relationship.
• Educate about the Apprenticeship Levy
and the co-funding model
Employer
Engagem
ent
• Collecting the data necessary data:
eligibility, commitment statements,
service level agreements, agreement
forms.
• Flexible Recruitment cycles
• Entry requirements – Math's and
English and employer’s requirements.
Admission
s and
Enrolment • Curriculum development in
collaboration with employers to suit
their organisational needs and patterns
• Ensure email, VLE and other student
systems are available – flexible and
proactive approach (20% otj)
• Existing provision
Program
Design
60. • Academic Team need to record their
reviews - critical part of the evidence
pack
• Culture change in perception ‘time
consuming’ to business critical
Tripartite
Reviews
• Ensure HESA team understand
importance of accurate data and work
with academic team to alert when
circumstances change e.g. break in
learning
• ILR Submissions – HESA changes 19/20
HESA/IL
R
• Ensure Finance Dpt. Is aware that
delivery affects them directly - collect
contribution/make incentive payments;
• Development of a costing model
• Effective invoicing system
Finance
and
Costings • Steering group with involvement from all
academics and services;
• Make and take decisions - don’t let
governance be a block;
• Cascade information down.
Governan
ce
Key Elements
61. Adaptations/Changes
• Educate: Apprenticeship Handbook, Workplace Mentor Handbook
• Fit-for-purpose Apprenticeship Costing Template
• Fit-for-purpose Validation process
o Agile and efficient
• Apprenticeship Steering Group
• Connected/Integrated apprenticeship development process
o Integrating Academic Schools, Quality, Administration, Admissions,
Finance and Student support
• ONA Business Engagement approach with employers
• Wider local skills gap/needs
• Collaborative work with Partners
o Supporting organisations (UVAC), LEP, Chambers, Council
o FE colleges- understanding of progression routes
• Active understanding and up-to-date knowledge on ESFA funding rules and
IfA developments
• Advanced data management/record system – tailored towards employer
and ESFA needs
67. About the tookit
»Advice & guidance
› Create an understandable visualisation of the new apprenticeship journey
› Highlight where technology can improve learning and deliver business
efficiencies
› Offer practical guidance on good practice
› Deliver an overview of the main technology options available to providers and
practical guidance on how to arrive at the tools that best meet need
› Identify influencing points and create policy guidance
23.11.17
69. What you told us
23.11.17
‘Our nearest
EPA is over
200 miles
away’
‘Assessment plans
aren’t being done by
those with assessment
expertise’
‘Where we could with
some support is around
blended learning’
‘A lot of EPA could be
done remotely but the
digital environment
might make some
learners even more
uncomfortable.’
‘the standard for this is
unworkable - even the
trainers say they can't
do all of the things
required’
‘The learner has become
a byproduct of the
process when they used
to be at the centre.This
is quite a shift for all of
us.’ ‘There will be a
need to teach
softer skills to
prepare
apprentices for
EPA’
‘One of our painpoints
(as an employer) is
tracking apprentices,
seeing who’s doing
well or just doing OK’
70. Started with painpoints
» Managing added extras wanted by employers
(eg qualifications)
» Adequate end point assessment organisations
in place / cost effective approaches
» Managing learner expectations
» Procedural knowledge of the organisation for
the learner
» On programme support
» English and maths skill requirements
» Progression to higher learning/employment
» Matching the job to the person
» Transport for assessors/trainers and learners
» How can an employer structure the learning
when not engaged in designing the learning?
23.11.17
» Different expectations of employer /
employee
» Preparing apprentice for potential self-
employment
» Apprentices lacking motivation, recognition
and confidence
» Complicated / new funding model
» Who will quality assure the process? Who will
certificate EPA?
» Culture change for tutors/trainers/assessors
moving away from teacher centric models
» Isolation some apprentices feel
» Supporting apprentices to make the right
choices
71. Started with your painpoints
» Managing added extras wanted by employers (eg
qualifications)
» Adequate end point assessment organisations in
place / cost effective approaches (EPA)
» Managing learner expectations (induction)
» Procedural knowledge of the organisation for the
learner
» On programme support (learner support)
» English and maths skill requirements (initial
assessment)
» Progression to higher learning/employment
» Transport for assessors/trainers and learners
(virtual classroom / EPA)
» Supporting apprentices to make the right choices
(finding and taking on an apprentice)
23.11.17
» Different expectations of employer / employee
(induction)
» Preparing apprentice for potential self-
employment
» Apprentices lacking motivation, recognition and
confidence (open badges)
» Complicated / new funding model
» Who will quality assure the process? Who will
certificate EPA?
» Culture change for tutors/trainers/assessors
moving away from teacher centric models
» Isolation some apprentices feel (blended
delivery)
» How can an employer structure the learning
when not engaged in designing the learning?
(working with employers)
73. Next steps
»May – August
› Consultation on draft version of the tool for feedback on gaps
– Engaged over 100 stakeholders through 15 interviews and 4 workshops
» September - December
› Now working with a web design team to redesign the resource as an interactive
web site
› Exploring potential self-assessment tools to support staff digital capabilities
»November – March
› Exploratory research into higher and degree apprenticeships
› Toolkit live on website
› Understand further developments required
23.11.17
74. Next steps
»Opportunities:
› User testing the new web-based toolkit
› Check Jisc blog for updates: https://digitalapprenticeships.jiscinvolve.org/
»Key resources:
› Guide and case studies: ‘Enhancing the digital experience for skills learners’:
https://www.jisc.ac.uk/guides/enhancing-the-digital-experience-for-skills-learners
› Digital capabilities: http://ji.sc/building-digicap
23.11.17
76. Aim
We’re working on ways to improve
the apprentice experience by
capturing and analysing the many
kinds of data that can be collected
through the apprenticeship journey.
02/03/2018
77. Community events
The community of practice gives
people an opportunity to network,
share practice, hear what various
institutions are doing and what Jisc is
doing in this space.
02/03/2018
78. Come to our community events
»If you are working in the area of how digital can improve
the apprenticeship journey and are interested in work
being undertaken in this space by others, then we would
like to invite you to attend our community events for HE
and FE.
› 19th April 2018 – Portsmouth
› June 2018 –TBC
»Book now - https://jisc.ac.uk/events
78
79. Join in the discussion
»Go to the Digital Apprenticeships webpage
› https://www.jisc.ac.uk/rd/projects/digital-
apprenticeships
»Follow the Digital Apprenticeships blog
› https://digitalapprenticeships.jiscinvolve.org/
»Join theTwitter conversation: follow @jamesclay
80. Thank you for coming and see you next time
DigitalApprenticeships
02/03/2018
Notes de l'éditeur
I have a dream….
Using the flip chart page identify the barriers and blockers to embedding digital technologies.
Remind the delegates about their drawings.
There is a river.
The river is a barrier.
The desired outcome is to be on the other side.
The solution is to build a bridge,
Solutions may not reflect the barrier or the outcome.
Pick some barriers
Explain the outcome (focus on the outcome)
It’s easy to identify the desired outcome?
How do we know how to get to that outcome?
There is a river.
The river is a barrier.
The desired outcome is to be on the other side.
The solution is to build a bridge,
Solutions may not reflect the barrier or the outcome.
What will enable change?
What is the solution to the problem that enables the outcome?
What will enable change?
What is the solution to the problem that enables the outcome?
Each group passes their flip chart page to the group on their left.
Then using the flip chart page they now have identify the potential enablers to the barriers and blockers to embedding digital technologies that the other groups identified.
What are you going to do when you get back to work?
Jisc has been charged with providing support to training providers moving to the new apprenticeships. We have been trying to understand what the issues are to identify where Jisc can provide guidance and add value
We have been talking to a range of stakeholders to find out:
what are the challenges and areas of good practice in the current system
& what the changes will mean for them
also trying to do a gap analysis of where technology use could be beneficial but is not currently being applied
The term training provider covers a huge spectrum of different types of organisation with different sets of issues. And each training provider is working with a range of different types of employers across a range of disciplines.
We are seeing many good uses of technology already but, even in large providers, it appears to be brought in in an ad hoc way with little strategic planning and no clear vision and roadmap.
However things are changing and many training providers who previously saw technology use as an optional extra are now realising it will be core to their delivery model if they are to be cost-effective.
The uncertainties around the new models of delivery that I’m sure you’re aware of are making it very difficult to plan. The clarity that is starting to emerge is already throwing up issues.
Many of the EPAs include a very broad range of assessment elements and not all providers are experienced in preparing learners for all these types of assessment activities & the softer skills they’ll need not just the knowledge. There was one example we found where the weighting of an interview was greater than a portfolio of evidence – which puts the emphasis on learners having the necessary skills to conduct the interview well.
Remote assessment, necessary for cost efficiencies, could also pose issues if learners aren’t used to working in this way.
Key issues that have come up time and time again in the conversations are how to design an effective blended delivery model – new business models delivering to learners from diverse locations makes this an imperative. Even where we found strengths in digitally enabled learning within provider organisations, they were struggling to provide that experience to learners remotely.
Key differences with the new model –
Separation of delivery from assessment
Employer led and raised employer expectations…..etc
We also started with consultation – this was the outcome of an activity we ran at our FE and Skills Coalition group meeting back last year – where we asked participants to focus on their pain points. This provided the starting point for developing content to help illustration how digital could address these issues.
There may be some in here that resonate with you.
Insert the new diagram when we have it
Toolkit draft completed in April, followed by a review process with stakeholders.
Consultation told us:
Structure and design
some liked one route through, others liked the other so we’ll work to have one route in that meets both needs.
Liked the overview and dipping in.
Ensure integrity and consistency of navigation, review the imagery – more slick
Content
ensure we have the right references to the ETF Future Apprenticeships toolkit and resources – we’ve mapped the two resources to ensure consistency and appropriate signing
Confusing recommendations around length and depth – some wanted more detail around case studies, others liked them shorter and snappier. Wanted ‘warts and all’ but often hard to gather that. Some said too many college egs, some said too many provider egs!
More clarity on what this is and what it isn’t – focus on the digital
Possible more content around for example progress tracking, monitoring and data driven approaches; EPA egs (although currently hard to find). Ofsted inspection – concerned about lack of measurement of progress regardless of achievement – are they developing as a result of the training?
More on digital infrastructures – at the big picture level – what technologies can offer and how they can work together
More on evidence to convince managers
We’re now working with a web design team to improve the navigation and layout and design up as a web site.