Meeting the Needs of All Learners in the Digital Environment in Further Education
Prof. Rhona Sharpe from Oxford Brookes University discusses how learners experience the digital environment in further education, highlighting the importance of meeting the diverse needs of learners. The content covers various aspects such as vocational backgrounds, prior educational/work experiences, and the expectations of learners. It also mentions challenges in research and showcases some positive initiatives like the Literacies for Learning in FE project. Differentiation in how learners engage with the digital environment is also explored.
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Meeting the needs of all learners Prof Rhona Sharpe, Oxford Brookes Unversity Bristol 25/02/15 #digitalstudent http://digitalstudent.jiscinvolve.org
How do learners experience the digital environment in FE? Background Vocational Prior educational/work experience Higher education A levels Achievement Basic skills 14-90 years old Apprenticeships Full/part-time Day release Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 2
Desk review (2006-2014) Databases Abstracts and proceedings of conferences Journals Websites of organisations Collections of case studies Ofsted reports Institutional documents Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 3
Difficulties National projects, surveys and collections ceased after 2008-9 Little quality research in the sector Reports of practice from a teacher s perspective Collections not tagged for learner experience Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 4
Nice surprises But, some good finds: Literacies for Learning in FE project The MoLeNET projects Learner and their context, Chris Davies, University of Oxford for Becta (2008-10) Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 5
All learners expect: Their learning to be enhanced by the college s use of technology e.g. VLE, online submission and assessment, mobile learning. To have anywhere, anytime, any device access to course materials To have access to both formal and informal (e.g. social media) supports on and off campus To learn at college how technology is used in the workplace To be asked about their views and for them to make a difference 21/05/2014 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 6
Differentiation: how learners experience the digital environment Chris Davies, the Learner and their Context, Becta Intensive and specialist enthusiast Unconnected and vulnerable Mainstream pragmatist Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 7
Experiences of the minority For the unconnected and vulnerable 91% people aged 16 24 have access to the web at home, 71% have a smartphone (Adults Media Use &Attitudes Report, Ofcom, 2012) Their experience is access-led Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 8
Experiences of the majority Without the guidance of a creative teacher, learners tend to use technologies in passive, unimaginative ways. For the mainstream pragmatists Teachers lack time to experiment, funding to purchase digital tools and convenient ways to access appropriate professional development or share innovations (Rebbeck et al., 2012; FELTAG, 2013) Their experience is tutor-led Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 9
At the other end of the scale Some learners mobilise their personal digital literacy practices between the contexts of home, college and work (Bhatt, 2012) For the intensive and specialist enthusiast Their experience is learner-led Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 10
Overview intensive and specialist enthusiasts mainstream FE learners who are: unconnected and vulnerable pragmatists Tutor-led Learner-led Experience the digital environment as: Access-led Pedagogy led Technology-led Institution-led Social digital literacy practices are valued and new practices made explicit Are supported best where: Staff have confidence to experiment with activities and tools Access solutions targeted at this group 11 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk
Activity are challenged when . . . are supported when . . . Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 12
Developing digital literacies attributes Enhancements practices Entitlements skills access 21/05/2014 Jisc Digital Student http://digitalstudent.jiscinvolve.org.uk 13
