Scottish FE Technology Survey
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This presentation was delivered as a webinar giving an overview of the findings of ETNA - the Scottish FE Technology Survey published in 2013.
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Scottish FE Technology Survey
- 1. An overview of the findings of the Scottish FE Survey ETNA Photo by susivinh http://www.flickr.com/photos/susivinh/8519263054/ http://creativecommons.org/licenses/by-nd/2.0/deed.en_GB
- 2. Introductions ETNA: An overview of the findngs of the Scottish FE Survey 2 Celeste McLaughlin Advisor: Staff Development Twitter: @celeste_mcl
- 3. Session Outline »Some background & history »Some key findings… »Training needs by staff category »Emerging themes »Use of social media »Use ofVLEs »Use of e-Assessment tools »Training Preferences »Other interesting areas… »Q&A ETNA: An overview of the findngs of the Scottish FE Survey 3
- 4. Some background & history ETNA: An overview of the findngs of the Scottish FE Survey 4 “The surveys over the years have provided an overview of the use of ICT within colleges in Scotland, looking at how technology is used, how it might be used in the future and the skills necessary to continue the huge progress already been made.” ETNAVol.V p.6
- 5. ETNA - Growth & Development Survey categories: »Academic Staff »Middle Managers »Senior Managers »Learning Resources Staff »Technical/Network Staff »LearningTechnologists ETNA: An overview of the findngs of the Scottish FE Survey 5 http://bit.ly/ETNA2012
- 6. ETNA: Some key findings…… »Technology appears to be well embedded in colleges in Scotland »Respondents were generally positive in their attitudes about the effectiveness and potential contribution of technology to them in undertaking their role »Technology was seen as useful in supporting learning and teaching but should not be seen as a replacement for traditional face-to-face methods »Should not assume that students have access to technology or are comfortable using it ETNA: An overview of the findngs of the Scottish FE Survey 6
- 7. ETNA: Skills & Abilities Respondents identified confidence in: »Using e-Mail »Word processing »Spreadsheets Not confident in: »Using tools and software to write to the web »Apps and knowing how to acquire them »Online and cloud services (e.g. google docs, Office 365, dropbox ETNA: An overview of the findngs of the Scottish FE Survey 7 »Respondents displayed a high level of skills and reported confidence in their ability to use technology
- 8. ETNA:Training need by role Senior Managers Middle Managers • Emerging technologies and methods and their potential to impact across college operations • How e-Learning can meet the challenges of regionalisation • How to integrate e- Learning into the quality improvement agenda across the college • How e-Learning/ICT can meet the challenges of regionalisation Senior and Middle Manages ETNA: An overview of the findngs of the Scottish FE Survey 8
- 9. ETNA:Training need by role Learning Resources Staff LearningTechnologists • Making materials accessible • Repository systems • Social media tools • Integration ofVLEs and LMS • Social media tools • e-Portfolios Learning Resources Staff and LearningTechnologists ETNA: An overview of the findngs of the Scottish FE Survey 9
- 10. ETNA:Training need by role Network/Technical Staff Admin/Support Staff • Router configuration • Internet security/intrusion detection • Windows 2008 R8 • Wireless Network Technical Support • VMware • Project management • Time management • Risk management • Social media tools • Sharepoint • Assistive technology • Use of the collegeVLE Network/Technical Staff and Admin/Support Staff ETNA: An overview of the findngs of the Scottish FE Survey 10
- 11. Training Needs of Practitioners Training Needs of Practitioners Response Percent understanding the theory, practice and pedagogy of e-Learning 56% designing and developing e-Learning materials 78% designing flexible/blended delivery 61% locating third-party e-Learning materials 60% evaluating e-Learning materials 47% ensuring quality in e-Learning materials 55% designing e-Learning materials that are suitable for mobile devices 44% designing & implementing e-Assessments 53%
- 12. Training Needs of Practitioners Training Needs of Practitioners Response Percent becoming familiar with Enabling/Assistive Technologies 47% making e-Learning materials accessible 53% e-Tutoring and e-Moderating 44% facilitating e-Learning using web conferencing and video-conferencing (VC) 34% using technology to collaborate with colleagues/peers within my college 42% using technology to collaborate with colleagues/peers across the sector 45%
- 13. ETNA: Use of Social Media tools »Social media tools are widely available across colleges (although some tools are blocked) »There is a notable variation in use of the tools with YouTube identified as the most popular tool »70% of academic respondents agreed that the use of social media tools enhances the quality of the learning experience »Some respondents felt that tools were a distraction and should remain in the social space of learners ETNA: An overview of the findngs of the Scottish FE Survey 13
- 14. ETNA: Social MediaTraining Needs ETNA: An overview of the findngs of the Scottish FE Survey 14 Social media training need Academic Admin & Support Learning Resource Learning Technologist Facebook 37% 16% 44% 40% Twitter 40% 17% 42% 38% YouTube 31% 14% 32% 23% Flickr 36% 14% 32% 20% Wiki 36% 14% 35% 28% Blog 36% 15% 30% 18% Aggregation tools (e.g. RSS feeds, Scoop.it, Flipboard, Pinterest) 38% 15% 44% 25% Total 695 502 71 40 Identified training needs in the use of social media (%)
- 15. ETNA: Use of theVLE »Survey demonstrates thatVLEs are firmly embedded within the college landscape »Academics considered theVLE had the potential to enhance the student experience and that students engaged well with it but there may be a need to improve student engagement with theVLE. ETNA: An overview of the findngs of the Scottish FE Survey 15 0% 20% 40% 60% 80% 100% 120% The college VLE is essential to my work I use the college VLE regularly I have used the college VLE I don’t use the college VLE Use of theVLE Academic Administrative and Support Learning Resource
- 16. ETNA:VLETraining Needs ETNA: An overview of the findngs of the Scottish FE Survey 16 VLE training needs Tech/ Net Academic Admin & Support LR LT use the VLE 14% 9% 7% 8% 5% author learning materials for the VLE N/A 15% 6% 15% 8% Create materials for the VLE N/A 10% 5% 6% 5% create assessments N/A 22% 7% 11% 11% facilitate communication and discussion groups N/A 23% 8% 10% 14% Total 42 626 392 63 39 Perceived training need in the use of the VLE (%)
- 17. ETNA: Use of e-Assessment tools »VLE tools are not typically used for e-Assessment »A range of other tools were identified including SOLAR, GOLA, Evolve andTurnitin »66% of academic respondents considered that e- Assessment tools had the potential to enhance the quality the learning experience ETNA: An overview of the findngs of the Scottish FE Survey 17
- 18. ETNA: An overview of the findngs of the Scottish FE Survey 18 % Use Diagnostic e-Assessment 14% Formative e-Assessment 26% Summative e-Assessment 22% Peer e-Assessment 4% In-house e-Assessment materials 18% External Awarding Body e-Assessments 16% Externally Produced e-Assessments (not provided by an awarding body) 6% Automatically marked e-Assessments 19% Human marked e-Assessments 20% Use of e-Assessment tools (n=390)
- 19. ETNA:Training Preferences ETNA: An overview of the findngs of the Scottish FE Survey 19 0% 20% 40% 60% 80% 100% Training via a video conference… Training via a webinar? Structured courses supported… Advice by phone, email or… Self-directed online training? Occasional attendance at fora… A mixture of face-to-face and… Traditional face-to-face… Short face-to-face training… Training preferences Yes No
- 20. ETNA:Training Preference »Preferred learning style »Perception that face to face is a more effective way to learn »Poor quality of online materials and past experience »The opportunity for dialogue and interaction to support learning »Practical hands on experience »Poor IT capabilities (systems and networks) to support on-line learning Clear preference for Face-to-face ETNA: An overview of the findngs of the Scottish FE Survey 20
- 21. ETNA: OnlineTraining Delivery Benefits of online learning included: »Saves time »Saves costs »Offers flexibility ETNA: An overview of the findngs of the Scottish FE Survey 21 Time, flexibility of when you undertake the training i.e. evenings and weekends. Online training is difficult to use at work - prefer to get away from the workroom and attend a training event in order to focus on the training and meet other people.
- 22. Other interesting areas…. ETNA: An overview of the findngs of the Scottish FE Survey 22 e-Books E-Portfolios Repositories OERs & Open Education
- 23. Further information »ETNA 2012 Key Findings Report & Staff Category Reports - http://bit.ly/ETNA2012 »Previous ETNA reports – http://bit.ly/previousETNAs »Ten years of research shows a move from digital competency to digital fluency - http://bit.ly/ETNAskills »Social media use in Scottish FE Colleges - http://bit.ly/ETNAsocialmedia ETNA: An overview of the findngs of the Scottish FE Survey 23
Notas del editor
- RSCtv: ETNA: Overview of the findings of the Scottish FE Survey The ETNA survey analyses technology use in Scottish FE. As well as informing strategic planning, it highlights technology use in the sector and identifies training needs. This RSCtv session will give an overview of the main findings of ETNA and highlight emerging trends such as the increasing use of social media for learning and teaching. Come along to this session to find out more about emerging technology use in the Scottish FE sector and to hear about the support Jisc RSC Scotland have available to help embed the use of learning technologies.
- Some history: The survey aims to identify a clearer picture of the use of technologies in Scottish FE The survey focuses on Scottish FE and identifies technology Training Needs of the sector The survey is intended to inform strategic planning and decision making across the sector This is the 5th iteration of ETNA The survey has previous been published in 2001, 2003, 2007 & 2010 Since the 1st survey technology use has evolved with many technologies (such as VLEs) have become mainstream and embedded within colleges We’ve seen staff and students getting better access to digital resources both on and off campus which offers more flexibility Over this period we’ve also seen a growth in mobile technologies, home broadband, use of social media – providing opportunities for wider adoption of learning technologies The use of e-Books is also an area of particular growth
- ETNA was conducted during October/November 2012 – just prior to many colleges merging – so it will be interested to see what impact regionalisation may have in the next iteration of ETNA in a few years time! The data was analysed with the help of the Many Nelson, Market Research Manager at Jisc, and reports were written by Mandy, Penny Robertson and myself. The reports have been published in a different format than previous ETNA reports – we have produced a Key findings report plus individual reports for each category of staff surveyed The ETNA Key Findings report was published at the Jisc RSC Scotland annual conference in June – this report provides an overview of the key findings to emerge from ETNA 2012 – and it’s this report which I’m basing this short overview on The Staff Category reports were written and published during the summer – there were 6 staff surveys conducted – listed on the screen. For the first time we introduced the Learning Technologists category A total of 1700 responses were received for the 2012 survey - respondent numbers were lower than in previous surveys – this is likely to have been influenced by the impact of changes taking place in the sector such as mergers and re-structuring of roles and remits
- Technology is well embedded Respondents positive in their attitudes about technology Technology seen as a useful supporting L&T but not a replacement for f2f methods Should not assume all students have access to tech and can use it
- Findings indicate confidence in a number of software packages but less confidence using online & mobile tools/apps Highlights an improvement in the digital skillset of staff working in the Scottish FE sector – and with technology constantly evolving, there will be the need to update technology skills as new technologies become mainstream I’ve written a blogpost highlighting the move from digital competency to digital fluency which was published recently on the Jisc blog - http://bit.ly/ETNAskills – I’ve used the example of VLEs becoming a mainstream technology but highlight not all the VLE tools are utilised and we could certainly get more effective use of this tool.
- I’m just quickly going to highlight one or two of the training needs to emerge in each of the staff categories we surveyed. Much more detail about staff category training needs can be found in the individual role reports Senior Managers Identified a training need for emerging technologies – in particular the potential impact of these emerging technologies across college operations They were also interested in how e-Learning might be utilised to meet the challenges of regionalisation Middle Managers They identified a wide range of training needs: e-Learning featured in many of their identified needs – how to integrate it into the quality improvement agenda, how it can meet the needs of regionalisation,
- Learning Resources Staff Interesting to note the need for training in systems such as repositories and integration of systems such as the VLE and Library Management System This was the only category we asked a specific question about OER and repositories and I think it would be useful to widen this question out to other staff categories for the next iteration of the survey. There was a lack of awareness of OERs amongst LR staff but a thirst for more information. Learning Technologists A training need was highlighted around social media tools and e-Portfolios. Learning technologists indicated they used social media tools extensively and trained others in using these tools but had received limited training themselves. Although most colleges had an e-Portfolio system less than a third of learning technologists used it regularly or felt it was essential to their work. Of the small number who indicated they delivered training in e-Portfolio systems most had not received training themselves.
- Technical / Network staff had specialised technology training needs Admin/Support This category is a bit of a catch-all one and a wide range of staff with different job roles and professional focuses would fall into this category as is reflected in the range of training needs identified.
- Training Needs: Respondents were asked to indicate those aspect of e-learning and e-assessment where training would be of benefit to them. The primary support needs identified by respondents included: designing and developing e-Learning materials 78% designing flexible/blended delivery 61% locating third-party e-Learning materials 60% understanding the theory, practice and pedagogy of e-Learning 56% ensuring quality in e-Learning materials 55% designing & implementing e-Assessments 53% making e-Learning materials accessible 52%
- A lower number of respondents were indicated a training need for Facilitating web conferencing Using technology for collaboration e-Tutoring & e-Moderating
- Emerging Themes I thought it would be useful to highlight a few themes that have emerged from ETNA and wanted to focus on: Use of Social Media Use of VLEs Use of e-Assessment tools Use of Social Media Tools There has been a growth in the use of social media within L&T Social media is on the whole widely available across colleges although some tools are blocked (Facebook, Twitter, YouTube) There is a variation in use of tools being used both within and across colleges YouTube most popular tool Majority of academics agreed social media tools enhance the quality of L&T Some respondents considered social media tools to be a distraction – should remain in the social space Refer to blog post – Social Media Use in Scottish FE – some thoughts about how to improve the uptake of social media and some examples of social media use in Scottish FE http://bit.ly/ETNAsocialmedia
- Social Media Training Needs Less than 10% of respondents indicated they had received training in social media tools Need for training was identified for Academic, LR & LT respondents
- Use of the VLE Although the VLE is embedded within colleges and that the majority of academic respondents indicated it had the potential to enhance the student experience there was evidence that students do not engage well with the VLE Many VLE tools are not utilised – perhaps VLEs can be used more effectively to engage students if features such as the assessment and communication tools were used to their full potential. More thoughts about this via a recent blog post – http://bit.ly/ETNAskills where I also highlight some case study examples of effective use of VLEs
- VLE Training Needs A VLETraining need was identified for the use of assessment and communication tools. Creating & authoring content for the VLE was also identified as a training need.
- Use of e-Assessment tools e-Assessment tools are not typically used however there were tools available in some colleges Respondents did consider that e-Assessment had the potential to enhance the quality of the learning experience but that students did not engage well with them
- Table highlights the use of different assessment tools – assessment tools were not commonly used
- Training Preferences - Table There was a clear preference for training to be delivered through three main methods: Short face-to-face training sessions (93%) Traditional face-to-face workshops (90%) A mixture of face-to-face and online (blended) delivery (86%) The least favoured training delivery methods were: Via a video conference (30%) Via a webinar (41%) Structured course supported wholly online (56%)
- Reasons for F2F preference F2f was considered to be effective in facilitating learning through tutor support, group discussions and other interactions Online learning was not considered to provide the same benefits to learning from interaction
- Benefits of Online Training – quotes Online training was favoured by some as it provided flexibility, it saves time and costs It may be where the training takes place e.g. in workrooms – inappropriate due to interruptions or not being able to participate in (audio) discussion. I recently had a conversation about the preferene for f2f v. online CPD with some staff development and e-Learning colleagues in the sector and many weren’t surprised by thte findings. There was an acknowledgement that the reality is there will be less opportunities for f2f CPD. I think many people have had a bad experience of online learning in the past – the course may not have been design or supported well, there may not have spent as much time as they should have on their CPD for a variety of reasons (time, interruptions of daily work) Online learning can have many advantages – we need to adapt and give it as much time/attention as a f2f session
- Many other interesting themes and data which could be pulled out of ETNA For example I briefly touched on e-Portfolios – this is a tool that respondents indicated the majority of colleges have but it is not widely used although there are pockets of good practice and I could point you towards examples of good practice via our case studies Repositories and OER use is another area which would warrant further investigation and an area I would like to focus more on during the next iteration of ETNA – the area of Open Education in general is an area where we are slowly beginning to see an impact and the work taking place in Scotland around Open Badges will be an are to watch. I’m particularly interested in the potential of Open Badges as a motivational and reward tool for participation in CPD.