Digital Learning Strategy brochure (04.17) by Deb Millar

2016 - 2020

digital strategy Salford City College

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Contents Digital Strategy overview

The Vision

Strategic Aim 1: Digital Pedagogy

Strategic Aim 2: Learning Spaces

Strategic Aim 3: Technical Environment

Strategic Aim 4: Resources 16

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DIGITAL STRATEGY

Strategic Aim 5: Digital Literacy

LearningWheel: Model of digital pedagogy

Strategic Aim 6: Collaboration & Partnerships

Strategic Aim 7: Quality & Innovation

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Digital Strategy The Strategy outlined in this document sets out a vision for digital learning, teaching and working at Salford City College, together with seven strategic aims that are translated into a series of objectives, followed by an implementation plan. The Strategy sets out the context and rationale for a digital transformation, and explores the environmental drivers.

Advancement in learning technologies have had a significant impact on the learning experience across all tiers of the education sector. Educators are far more empowered with the tools that have the ability to transform the traditional classroom experience to a more interactive, creative and constructive learning environment. Educators routinely use blended learning during classroom activities and often extend and reinforce learning beyond the classroom.

For those at the early stages of the journey, adopting a holistic approach with strong collaboration between service areas and curriculum will help establish the foundations for a successful strategy. The proliferation of EdTech (education technology) places an increasing focus on pedagogical and technical evaluations of both hardware and software to meet curriculum aspirations for digital learning. The traditional approach to planning IT

Since the publication of the FELTAG recommendations, more colleges are embracing the digital revolution to enrich their pedagogy. Some of these are at the cutting edge having achieved a fully blended curriculum with up to 20% of programmes delivered through directed/independent learning. | Salford City College DIGITAL STRATEGY

investments on a “tell us what you want and we’ll tell you if you can have it” basis, is unsustainable. A more strategic approach is required that places greater emphasis on the longterm investment in infrastructure and a thorough understanding of the learning technologies that have the potential to impact curriculum design, delivery and outcomes. In addition, there are a number of environmental factors driving change within the FE sector that have forced colleges to develop more efficient and economic means of delivery and integrate technologies into the learning environment, such as virtual IT systems that help reduce operating and replacement costs. The determined effort by Ministers to reduce public spending is expected to continue but

with slightly less rigour, during the current spending period. However, the financial health of the sector remains in decline, with over 70 colleges reporting inadequate financial health by the end of 2015. It is this trend that strengthens the argument for a more technology driven curriculum, as one means of containing cost. It is also this trend that is driving the Government’s plans to create fewer, larger, more resilient and efficient providers, by launching the Area Based Review (ABR) initiative. If as a result of mergers or group structures, fewer colleges operate across larger areas, then digital technology will play a bigger role e.g. with a virtual presence and on-line learning. The impact of the ABR could be further compounded with devolution, as LEPs battle with the dichotomy of localism versus sub-regional efficiencies.

The likely prioritisation of a skills based system based on employer demand will create pressures for a more flexible curriculum, where employers expect learning to take place on their terms - in multiple environments with flexible modes of delivery. In addition, most LEPs managing devolved budgets will expect similar outcomes that are driving the ABRs such as: mergers, reduced duplication, larger institutes and more specialist centres aligned to their industry sectors. Despite presenting some challenges with travel to learn (access), distance will become a barrier to participation for disadvantaged groups, and an area with fewer physical institutes will be more reliant on technology to fill the gaps. The dramatic expansion of MOOCs (Massive Open Online

Courses) is a good illustration of how technology is plugging a gap in the adult market and 2015 marked a turning point, with more on-line courses being offered than in the previous three years combined - over 35 million people signed up for least one course. The UK-based FutureLearn grew by 275% in 2015, with an estimated three million enrolments; it is now the third-ranked provider internationally. The increasing sophistication of the MOOC market, with its global reach has seen many leading providers partner with leading universities to broaden their offer e.g. iMBA programmes are offered at a fraction of the cost of studying on campus. This market is forecast to grow at an exponential rate and will continue to shape how learning is delivered and received over the next decade. It will

inevitability, influence education at all levels and colleges are not immune to these seismic shifts; physical learning environments of the future could be confined to developing hand skills. There are other realities that FE needs to respond to in shaping the employability of its learners. The basic skills-set employers require encompasses digital literacy as a basic necessity, along with maths and English. The proliferation of everyday products that communicate with other devices (The Internet of Things), has given rise to some sectors reporting skills shortages for specialist digital & IT skills. The digital and creative sector was the fastest growing sector in Greater Manchester (GM) between 2010 and 2013. It added 12.6% more jobs, or the equivalent of approximately four percentage points per year and

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Vision... future job growth is projected to continue in key digital occupations across GM, with some occupations experiencing a 4% growth year-on-year. The Manchester Digital Survey identified the three hardest to fill roles were developers (48%), designers (29%) and sales/ business development (38.5%). Whilst this is good news for new entrants leaving college or university, it does place an important responsibility on education providers to adapt their strategies and redesign the curriculum offer to feed the employment pipeline; equipping learners with digital employability skills will help ease the transition, from learning to work. Over the past six years, the further education (FE) sector has been in a state of flux with significant changes to the funding formula, the introduction of the study programme, compulsory changes to English and maths, and more recently, the introduction of the Area Based Reviews and increased local competition with UTCs, Academy Trusts and Free Schools. Despite the market turbulence, Salford City College remains in a strong position, with some of the highest success rates across Greater Manchester (GM), a ‘Good’ financial health rating coupled with a recent ‘Good’ Ofsted rating. Leadership and management - across all tiers, starting with the Governors – can be credited with positioning the College as 6

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one of the sub-regions leading providers. However, the uncertainty created by the macro-environment together with the reductions in funding presents a compelling case for colleges to do more for less and develop more efficient operating models, whilst preserving their strengths, protecting success rates and meeting the learners needs. Many colleges have sustained themselves by adapting their strategies and embracing new approaches to delivering their core business. Reducing the cost of delivery is a major consideration for all colleges and most strategic KPIs can be traced back to efficiency drivers, such as staff and room utilisation and making more effective use of the study programme. The rapid advancement of learning technologies has been timely and provided colleges with additional tools to deliver learning outside the classroom to help achieve some of these efficiencies. Those that have been successful have reduced contact time and developed a fully blended curriculum with up to 20% delivered through selfstudy. Salford City College has yet to realise these benefits and is behind the curve and eLearning is an area relatively underdeveloped, although this is not uncommon across the sector. The requirement for directed study - via the

DIGITAL STRATEGY

Study Programme - has been voluntary and not systematic. Similarly, only a small handful of curriculum can claim to deliver a fully blended offer, but despite the disparity, the majority of curriculum make some regular use of information learning technologies in everyday teaching e.g. the use of Moodle as a repository and instructional videos etc. A few, through their own creative endeavours, demonstrate exceptional use of digital technologies, making full use of Moodle and other social media platforms. ELearning has not previously featured as a strategic priority, which is the primary reason for the lack of take-up; this coupled with an underinvestment in technology, innovation and resources; limited capacity and capability; and a lack of synergy from key departments are all contributing factors. This strategy aims to redress this situation by building an aspirational vision for a digitally enhanced pedagogy that is at the core of our Teaching & Learning Strategy. It aims to enrich the learning experience through the provision of a high performing physical and virtual infrastructure that supports a diverse range of learning technologies, delivered by a digitally literate curriculum that has the capability to deliver learning in place and time that suits the learner, with a device of their choice.

To be recognised as an innovative 21st century college with a first class Digital Curriculum; supported by a first class Digital & IT service. This service will provide the infrastructure, resources and skills that not only support core business, but also create outstanding teaching, learning and assessment opportunities that enhance the digital literacy of our learners and staff so they thrive in academic, economic and social environments. To create and nurture a culture of high expectation, high quality and high efficiency to ensure that: • Digital technologies are seamlessly integrated at every stage of the learner journey • IT systems are robust, agile and fit for purpose • We deliver the highest quality digital resources and support to our stakeholders • W e continually adapt to the changing educational and technological landscapes • Supports and drives the curriculum to achieve College KPIs Salford City College

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Digital Pedagogy

100% said their learning is enhanced by using digital technology. Prospective student survey.

Using digital resources helps you feel more organised and achieve better results... 81% of said YES. 12% MAYBE. 7% NO.

79% of current students believe that digital resources are improving the learning experience e.g. more interesting.

Provide all learners with access to high quality teaching, learning and assessment that extends beyond traditional learning methods, where the use of digital technologies enhance the learner experience and are seamlessly integrated at every stage of the learner journey. Embed digital learning to achieve a fully blended curriculum offer, with directed study forming an integral part of the study programme.

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The DLZ is a good place to learn digitally. Prospective student survey.

before after... s ECCLES DLZ: â&#x20AC;&#x2DC;Before and Afterâ&#x20AC;&#x2122; scenes of the 100 seater learning space. Above is the before and to the right the newly refurbished space.

72% of students complete the DigiHour in the DLZ. DigiHour student survey.

Learning 2 Spaces

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DIGITAL STRATEGY

Improve the quantity and quality

classrooms and digital learning

community access, to provide a

of technology enabled learning

zones. Create fluid spaces

resource for Salford residents to

and social spaces, and integrate,

that allow flexible use and

develop their digital skills.

evaluate and promote the use of

accommodate different modes

technology across workshops,

of learning, and encourage Salford City College

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s WALKDEN DLZ: ‘Before and After’ scenes of the 62 seater learning space. Below is the ‘Before and After’ scenes of the CIty DLZ.

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Technical 3 Environment

Great tools for learning and staff are very helpful. Prospective student survey.

To ensure that, through a sustained programme of investment, IT infrastructure, systems and virtual environments are robust, agile and feature rich. All systems will have sufficient resilience to minimise business interruption and be flexible enough to cope with future demand. Systems will be highly integrated and provide an improved flow of data that is more intuitive, collaborative and efficient to support.

83% of prospective students expect to use mobile technology for learning.

s CURISCOPE: Virtuali-Tee. A virtual reality learning experience.

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s VIRTUAL REALITY: Learning by immersing, exploring and interacting within three-dimensional, computer generated environments.

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s What is Digital Learning? On Open Evenings prospective students and parents go on a digital tour, using a range of resources to experience what digital learning looks and feels like.

s Being in more than one place at the same time is beyond the realms of possibility. To overcome this issue and welcome all visitors at all of our centres, we created a digital version of the Director for Digital Learning. Here the students listen to her instructions in preparation for the digital tour.

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4 Resources Create an appropriate structure that harnesses the synergies between the DLZ and ITS services

s JISC COLLECTIONS: Anatomy and Physiology Online. An interactive digital learning tool that comprises 19 fully interactive body-system modules. It includes interactive 3D models, narrated animations and illustrations, pronunciation guides, dissection slides, and other multimedia; as well as more than 250 clinical topics and case studies.

to offer a coherent, responsive and well-resourced service, where team members are competent and adequately skilled to deliver the strategic aims. Build capacity and expertise within the structure, to support implementation, CPD & skills development, instructional design, a transformative VLE experience, high quality content curation & development and innovation.

s HAIRDRESSING TRAINING: Online resource helps hairdressing students and teachers in their training through videos, guides and learning and assessment activities. Students and practitioners can search by resource type, qualification, level and unit. These resources have been developed for and by further education and skills practitioners. They are mapped to the NVQ / SVQ hairdressing and barbering curriculum and to the latest National Occupational Standards (NOS). All resources have also been validated by hairdressing teachers in UK further education (FE) colleges.

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Very useful and informative session

5 Digital Literacies

Staff CPD feedback.

Develop the digital literacy of both staff and learners through the development and roll-out of an effective CPD programme and weave digital learning in to all learning activities/object, so learners and staff acquire the skills to thrive in learning and working environments. Develop initiatives that foster collaboration and peer learning between all groups and ages, and engage students in developing the digital skills of the wider community. s DIGIBITES: Mini online courses, can be accessed within and beyond the college environment. Short online instructional guides, videos for a range of digital resources used in education. Currently we have 16 themes with approximately 52 hours of learning content to support developing digital literacy skills of both our staff and students.

s DIGITAL DASHBOARD: A development of the LearningWheel, this dashboard presents a clear picture of progress within each mode of engagement on Canvas. Identifies areas to provide extra training/support.

s CPD FEEDBACK: Since launch in Sep 16 there has been a steady increase in enagement with this resource.

s DIGITAL DASHBOARD - Canvas Badges: Analytics to demonstrate progress in achieving criteria for each of the four modes of engaging students aligned to the LearningWheel. There are 3 levels: Foundation, Engagement, Fully Blended with four badges in each level. s O365: Since launch in Sep 16 there has been a steady increase in enagement.

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The Bett 2016 LearningWheel: How do you use technology to engage with your students?

This work is licensed under a Creative Commons

Attribution-NonCommercial-NoDerivs

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RESOURCE LEARNINGWHEEL Targeted digital resources.

SUBJECT SPECIFIC LEARNINGWHEEL Mapping digital resources to specific subject, modules/units.

Resource Wheels are detailed practical guides with numerous spokes signposting to key resources such as Moodle, Blendspace by TES, Twitter and QR codes introducing the wide range of opportunities available within each of those applications.

Subject Specific LearningWheels are designed to offer practical ways in which a teacher can use a digital resources e.g.Twitter, Blendspace etc.within their specialist subject area, e.g. English language, Maths, Radiotherapy, Education Studies, Hairdressing.

CONFERENCE LEARNINGWHEEL Captures technology usage Within a particular learning community.

The Conference LearningWheel design builds upon the original LearningWheel model in that it aims to capture technology usage within a particular community of learning or practice, whilst sharing the collated and curated content more widely throughout the community in question.

M O RE LEARNING WHEELS TO FO LLO W

Learn more on Twitter...

#LearningWheel

@DebKellsey

@LearningWheel

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• Collaborative approach

DIGITAL STRATEGY

• Promote free and accessible digital resources

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LearningWheel is a model of digital pedagogy designed to enhance learning and develop digital literacy skills. It is a rich resource generated by practitioners for practitioners offering suggestions to digital What? Why? and How? Contributions for edtech resources and pedagogies focused around either a ‘digital resource’ or contextualised ‘subject’ specific each aligning to the four modes of engagement: Learning Content, Assessment, Communication, Collaboration.

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2.0 UK: England & Wales License.

@LearningWheel by @DebMillar24

C APTAIN

#LearningWheel

@Bett_Show with the Bett 2016 delegates

The BettShow 2016 specialist collaborators/organisations... @BobHarrisonSet. @LearningTechn. @MrsSarahSimons. @irfanBBcoll @HEAEducation. @WambizLtd. @marcoloe. @ilthannah - Boston College. @DebMillar24 - Blackburn College. @susanbanister - Canvas. @carolak - Bath Spa Uni. @charitychiccat, Yeovil College. @lbott15 - Blackburn College. @sir8DoT - Uni of Exeter. @edtechpaul - Wambiz. @neilwithnell, Uni of Salford. @MoodleMcKean - Jisc. @hack_kay + @HEAEducation - Higher Education Academy. @paulw_learn - Swindon College. @TC8DoT, Uni of Exeter. @maryleeang - Calgary Catholic School District. @akorhonen. @shusterman. @pbadekk. @LouParr50 - Blackburn College. @paulw_learn, Swindon College. @dawn_Alderson - Swansea Uni. @amltaylor66 - UCLan. @Quality_Ros. @eddtecc. @BBSFChem.

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Collaboration & Partnerships

It is crucial that the IT Services and Digital Learning teams are seen as the pioneers of this strategy and its impact and development across the College. This will be done by leading and contributing to networks, forums, working groups, research and development initiatives and consortiums to: share and develop resources; exchange expertise and promote best practice; promote collaboration; build on the existing body of knowledge and enhance the reputation of the College. 22 | Salford City College

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Quality & Innovation

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DIGITAL STRATEGY

Develop a quality and performance management system that sets baseline standards and measures the impact of the digital learning, providing learning analytics to inform individual learning plans and early intervention. Set KPIs that report on department and individual staff performance and help inform the CPD programme.

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What does the DigiHour mean to you? “It means I get a chance to use up-todate resources.”

in er than sat I find it bett learning. a classroom

Essential, can do when I want. It’s milesss better.

Prepares me for the use of technology in the wider world.

It allows me to develop my digi skills and helps me to ga in the confidence to work independently. Very beneficial and helps understand the technologies used by the college

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It helps me with the coursework.

Good, extra support, need an extra hour.

It’s helpful, new information, easily accessible, allows flexibility.

Appreciate the extra time to develop skills

DIGITAL STRATEGY

Free hour where I can catch up with assignments.

It is vital as our teacher sets us the assignments in e DigiHou r and w would fall behind without them.

Allows me to work in more then one location and allows me alot of flexibility.

t Highlighted areas for development...

Helpful

Good way t o fit in good am ount of content in s hort amount of t ime.

It means I can get more work done during college hours.

What is a Dighour?

Hinderance to actual studies.

It’s not been working so not done it every week. Teacher prob rather than canvas error.

Don’t know what it is.

Nothing because the content is not related to my course in any way shape or form.

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DIGITAL STRATEGY