What can technology do for SDS Skills Investment Advisers?
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Responding to questions about the role of technology for SDS Skills Investment Advisers. Priort to the event, Advisers posted questions to an online 'Padlet' (notice board).
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What can technology do for SDS Skills Investment Advisers?
- 1. What can technology do for SDS Skills Investment Advisers? Kenji Lamb - Digital Advisor, CDN 17th March 2016
- 2. Der Freischütz … it’s not. Magie kugel
- 3. Context … is important … can be limiting
- 5. “What different types of technology are available for gathering feedback?” • online polls/surveys • forums/text walls (e.g. Padlet) • audience response systems (‘clickers’) • e-Portfolios • analytics • blogs/online journals • email *Other platforms are available • Don’t overload • Number of surveys to a minimum • Only the questions you really need to ask • Adaptive questions to limit number • Reminders to complete can be useful
- 6. “Would it be possible to get a better insight into e-portfolios?” • best defined by purpose • assessment vs reflection • (potential) benefits to learners/organisations – digital skills – process + product – efficiencies • Employability (up to a point) Simon Cotterill, 2004
- 7. “Can technology improve the induction experience for learners?” • consider – pre-induction – long-tail – mobile • webinar/recording • social networks • VLE • app/mobile
- 8. “Look at what is the best way for us to share best practice within our teams” • “showcase the good stuff that's out there ... post good news stories on our website and get a little healthy competition going!” • text/video case studies • webinar • social network (maybe) • competition (okay, this bit isn’t tech)
- 9. “How can technology be adopted to get better long-term qualitative feedback from employers/learners?” • Umm … Not quite sure if I can shoehorn technology into this one: • closing the feedback loop • ipsative assessment/feedback
- 10. Open evaluation We’re going to be using a simple online tool, ‘PollEverywhere’ to collect feedback.
- 11. m (_ _) m Questions
Notes de l'éditeur
- Hello and Introductions
- Some provisos. Technology is definitely not a magic bullet – however, it can facilitate the approaches you have chosen to take. Pronunciation, if you’re interested: http://forvo.com/word/der_freisch%C3%BCtz/ More about the opera: https://en.wikipedia.org/wiki/Der_Freisch%C3%BCtz Magie kugel (magic bullet)
- We will cover a number of technologies in this session, however your context may limit the opportunities to use individual examples.
- You were kind enough to indicate areas of interest on our Padlet!
- Quite a lot of options for feedback (depending on the situation); taking a quick look at surveying as that’s probably the one most people will use. A lot of platforms out there for survey, Typeform, Surveymonkey and Google forms are perhaps my preferred options. Some tips on surveying (general)
- Essentially a collection of digital artefacts, but best defined by whatever purpose is intended. There’s a general divide between assessment/reflection, solutions that seek to cover all possible uses often struggle, though platforms can be customised (via templates, layout design) for particular uses. Example of learn tech group working with SQA to develop assessment templates for Mahara. Arguably, the adoption of eportfolios could drive the digital skills agenda Although assessment primarily focuses on product, there’s an opportunity (depending on approach) to place a greater emphasis on process Definite efficiency benefits over paper-based equivalent (wider range of evidence, security, back-up, access to ev inspection) Often sold as lifelong solution and benefit when applying for work; generally not portable (i.e. ends after graduating), not necessarily valued by employers (though if adopted for MA would drive awareness/interest). Interesting work on LinkedIn portfolios at University of Glasgow. Simon’s map: http://www.eportfolios.ac.uk/definition
- There are a number of things we could look at – the main issue with induction tends to all the information is compressed into a short period of time – e.g. an hour-long presentation. It would be better if information could be presented earlier and for a longer period. Some ideas could be: recording content that can be access pre/post induction events creating communities via social networks to provide additional support networks deliver content via the VLE, which could come in the form of a longer course, or accessed on demand consider mobile delivery, e.g. induction material via an app which can be accessed offline
- The title can be expanded to include providers, college contacts, learners. Fortunately, someone already posted a solution. Simplest option would be to post case studies – including multimedia options, provider/learner video interviews Webinars are an effective way of presenting over a dispersed audience, recordings can be captured for re-use, review Social networks can be used, but this relies on buy-in; options such as Yammer exist, which are more secure/localised than Facebook Competition is a useful motivation – would suggest that it’s a good way of subtlety introducing best practice, goals, standards. Note – everyone who takes part should win (something)
- Okay, have to admit I’m a little challenged here … if pressed, I would say there’s an opportunity to extend the feedback cycle by: - Closing the feedback loop, offering employers/learners the chance to feedback on feedback, possibly capturing issues not covered in the original set of questions, also useful feedback on the feedback process - This probably already occurs in this context, where performance is evaluated on past performance rather than a set of criteria or normative standards (comparison with a peer group)
- Some interaction – yay! Feedback on ‘Der Freischütz’ – tell me what you think of my earlier approach of introducing the concept of ‘technology not being a magic bullet’ by referencing obscure German opera. We’ll use ‘PollEverywhere’ to collect your responses; you can text comments which will be displayed on the main screen. Be kind.
- Questions?