Sheffield College Digital Times
Current thoughts on all things digital education (edition 1)
In this issue:
- Why bother with online learning?
- What the SFA class as online learning
- What EdTech is on the horizon for teachers to use
- Free online webinars of interest
Online learning – Why bother? An evidence-based rationale
What is meant by a digital society? It is estimated that 2 million jobs are already attributed to activity delivered through digital technology and this accounts for 10% of our UK economy (and is steadily rising). Under current growth trajectory, a further 745,000 additional workers with digital skills will be required from 2013-2017 with 169,000 – 182,000 coming from people under the age of 25.
Digital skills are defined as the attributes that allow individuals and businesses to use digital equipment, create or share digital information via the internet and therefore benefit from opportunities in the modern economy. Digital skills include advanced traits such as programming, coding and App creation, but also simply the effective management of applications for business purposes. With regard to this, 90% of young people surveyed by O2 indicated they knew how to use social media to promote an event, cause or idea and a simple job search (17/11/14) on www.indeed.co.uk shows that there are currently 23,495 jobs relating to professional management of social media for business purposes. There are a further 62,565 relating to digital skills in general.
Some interesting stats:
- 83% of UK adults are now online and of this, 98% are between the ages of 16-34 and handheld tablet sales have doubled in the last two years.
- 62% of UK adults now use a smartphone with an average user picking up the device 214 times a day! 7:31am is supposedly the average time people first check their phone.
- Even UK adults 65 years plus have increased their use of mobile devices by 9%.
- Lucrative job interviews for working in countries such as Dubai regularly take place over Skype without a paper based CV in sight!
It’s also important to not forget other skills that run alongside digital skills such as the important requirements of managing your own online identity, reputation, digital footprint and security. 2/3rds of UK adults now own an active social networking profile with 70% of UK businesses admitting to Googling applicants before short-listing for jobs….
From 2015-2016, there will be an online aspect of every course studied at the College. This is to help develop the skills identified above by immersing students much more into a digital world. For some students this will mean simply using Moodle more to upload assignment and access course resources. For others, lesson content will be delivered electronically without the need for attending traditional lessons – allowing them the responsibility to complete the activities when they are best suited, in whichever location they prefer. Online lessons will include videos, self-marking activities and social support mainly from other students, rather than the teacher. Research shows that people learn best from others that are going through the same problems and also how interacting online can improve confidence levels. With aspects of courses online there should be a reduction in students being asked to physically attend College for only 1 or 2 hours on certain days which will save them time and money on transport. Face to Face sessions at the College will be very different from listening to a teacher talk – they will require students to use the information they have learnt online to solve problems, complete case studies and/or project work with a tutor as a facilitator. By allowing students such extra responsibility for their own learning there will be a reduction in ‘spoon feeding’ that has been the way since students started school – something employers often complain about.
For those worried about how effective online learning is, research shows that online learning is statistically comparable to traditional methods of teaching and when both face to face and online are combined (in a blended learning approach) deeper learning is actually shown to take place – another reason we want to immerse our students in an online learning environment.
Clarification on what 10% online learning really means for the Sheffield College in 2015-2016
'Blended', 'flipped' or 'wholly online' learning - the research for adding such to the Sheffield College's mainstream curriculum is apparent and something that a lot of hard work will go into over the coming weeks and months. However it is clear that for staff to properly prepare for this change there needs to be clear guidance on what the SFA deem to be 'online learning'. Here is the full SFA clarification, but in brief:
2. Pre-recorded video lectures or screen-casts are also deemed 100% wholly online learning as long as they are not undertaken with a teacher present.
3. Every course should have some wholly online learning with advanced courses at level 3 and above having a more sizeable proportion.
What's on the horizon EdTech wise?
App Smashing!
- Liven up project work and instil true differentiation by planning tasks that require students to utilise several Apps to reach an end outcome!
- See the different ways in which students tackle a project and offer guidance where appropriate, just like a Project Manager!
- Don't worry if you are unable to use Apps, simply replace them for web-based packages freely available via a simple Google search!
- Give it a go, or for more convincing follow this link for further info!
- Share your 'smashing' experiences with the wider College by emailing graeme.hathaway@sheffcol.ac.uk
Flipping the Classroom - How to get started!
- Flipping the classroom is a good thing to do - seriously!
- There are numerous benefits identified for both students and staff in terms of time, quality, skill development and efficiency to name but a few.
- So if you have never 'flipped', this simple article will get you started with the basics.
- It covers aspects such as how the process will work and what technology is required.
- It also provides some great real-life educational case studies to show how other countries are 'flipping'!
- Share your 'flipping' experiences with the wider College by emailing graeme.hathaway@sheffcol.ac.uk
Is your Moodle VLE up to standard?
- As the Sheffield College moves to a more widespread blended learning model, all teachers and trainers will need to evaluate whether the Moodle VLE they provide to students is of the standard required to ensure a quality digital experience.
- To this end, 2015-2016 will see the College-wide introduction of an evaluation matrix for the use of Moodle linked to the overall Sheffield College E-enabled Strategic Driver.
- This will allow all courses on Moodle to be ranked against a 'minimum, 'bronze', 'silver', 'gold' and 'platinum' rating.
- Of course, a healthy competitive edge is expected as staff strive to improve the College's digital offering to students!
- Here is a link to a draft of how the matrix may look in 2015-2016 and the requirements of individual Moodle courses.
- Feedback on the proposal is of course welcomed by emailing graeme.hathaway@sheffcol.ac.uk
Of interest? Jisc National Work Based Learning Online Showcase Webinar
http://jiscevents.force.com/E/EventsDetailPage?id=a06U000000KAr9MIAT&srvc=JISC%20RSC%20UK#
Wednesday, Nov 26, 2014, 10:00 AM
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About the author:
Director of Learning Innovation
Passion + Inquiry + Openness = Real Change
Email: graeme.hathaway@sheffcol.ac.uk
Website: www.sheffield.ac.uk
Location: The Sheffield College, Granville Road, Sheffield, United Kingdom
Phone: 2696
Twitter: @GraemeJHathaway