[WARNING: This is a work in progess; things might not appear as they seem]

 I presented it to some students today and I think they liked it.  Either that, or they said ‘yes, its great, Debs’ so that I would stop jumping up and down saying ‘aren’t I a clever girl!’   They did give me some useful feedback though, for instance, the best colours to use.

[Update:   I have recently bought an iPad and viewing the presentation using the Prezi viewer app is amazing.  It immediately lends itself to the idea of flipped learning, where students could explore the Prezi and then class time is used for discussion/questioning]

This reminded me about another  artefact I produced but forgot about [see 'a worrying trait'].  This was a Spicynodes presentation – basically a flashy interactive mindmap [click on the image to view]

I presented it in September and put it on the VLE, and then promptly forgot about it.  However, one of those students recently told me  that it was invaluable as a overview.

Last but not least, is the simplest, ‘least woww’ey’ idea –  interactive Word documents.  Simple, but so, so effective.  I created these to replicate the computer based assessments.  The feedback that students get from the on-line practice assessments is ‘You passed‘ or  ‘You didn’t’ ! By replicating the assessments, I was able to assess students and give them relevant feedback.  One particular student [an adult returner] was sending them back for me to mark on a daily basis. Not sure how effective  that was (for me), but she passed first time.  We were both thrilled.

I then went back to one of my original ideas because I thought it was more relevant to teaching and learning (rather than just teaching, as in the Prezi and Spicynodes), and I’m pleased with my final call – the video tutorials.  I just need to make sure that I keep up the motivation to complete an entire set.

The next module in the MSc is Action Research.  This should be really useful for me in developing ways of evaluating the effect of new learning materials/methods.

Related articles

• Design Project
• Design Project rationale/underpinning theory
• Design Project ideas 

• Test your change management skills

The spread-sheet unit was introduced last year and did prove problematic.  There is a high differentiation in prior knowledge of spread-sheet use in students on the course.  Some have used spread-sheet software at school, some have used it at work, and some have not used it at all.  Moreover, as using spread-sheets is purely skills based, students naturally learn at different paces.  However, it is important that all students cover all aspects of the syllabus, as this unit is specific to accounting use of spread-sheets, and covers aspects such as ‘What if’ analysis, and pivot tables which many students have not covered practically before. The assessment is based on a workplace scenario and requires students to ensure the spread-sheet is fit for purpose.

The video tutorials have therefore been designed to guide students through the spread-sheet syllabus using practical tasks based on other accounting units in the course.  Before producing the tutorials I considered literature based on principles of instructional design.

Principles of instructional design have been available for at least two hundred years. J.F. Herbart’s (1776-1841) ‘first principles’ included ‘preparing pupils ready for the lesson’, ‘presenting the lesson’, ‘associating the lesson with prior learning’, ‘using examples’, and ‘testing pupils’, which correlates with a four-phase cycle of instruction consisting of ‘activation’, ‘demonstration’, ‘application’, and ‘integration’ (Merrill, 2008)

Merrill (2008) goes on to suggest that the most important phase is the first, activation. The instruction should be taught in context using real-world problems. Furthermore, making students aware of the structure of the course helps them to summarise information.  In the demonstration phase the students should be guided to relate new information to this structure.  By applying the new knowledge, students can use the structure to complete the task.  Finally, in the integration phase, students can commit this knowledge into their working memory for future application (Merrill, 2008)

The design of the video tutorials follows this four-phase cycle.  The outcomes of the learning are clearly stated; information is given regarding the learning outcomes and students are told that they will work through an accounting activity which relates specifically to their studies.  In addition, the tutorials explain that they will be able to achieve the outcomes by working through the tutorials, and completing activities.  The students progress as they work through the activities.  It is intended to produce a series of tutorials to cover the syllabus and appropriate stepped guidance will relate to prior learning in the series. As each short tutorial is followed by an activity, the learners will immediately be able to apply the skills demonstrated.

Following research into multimedia learning and its effect on cognitive learning Richard Mayer found that learners were able to learn more deeply from well-designed multimedia presentations which used words and pictures, and has expanded on the ‘first principles’ to provide a set of principles for multimedia learning. (2003, in Merrill, 2008).

The Multimedia effect states that “students learn better from words and pictures than from words alone” (Mayer, 2003 in Edutech Wiki, 2009).   The video tutorials include relevant images and animations to accompany the narration

The Contiguity effect found that “students learn better when corresponding pictures are presented near together”. (Mayer, 2003 in Edutech Wiki, 2009).   For example, in the video tutorial 1.2 Entering text data, the use of the tab key is mentioned and an image is displayed.  On a first draft, I realised the image was too far away from the animation and was not displayed for long enough, which meant that the image was in effect ignored. In the final tutorial, the image is held on screen for the duration of the explanatory narrative.

The Personalisation effect refers to findings that “students learn more deeply when the words are presented in a conversational rather than formal style”. (Mayer, 2003 in Edutech Wiki, 2009).    The narration in the tutorials is informative but not formal. For example, suggested ways of completing a task are sometimes given, rather than implicit instructions. In any case, an attempt to personalise the narrative too much could interfere with the Coherence effect.

The Coherence effect is that “students learn more deeply when extraneous material is excluded”. (Mayer, 2003 in Edutech Wiki, 2009).    Therefore, an attempt was made to relate any narrative specifically to the images or animation on screen.  Any additional information, for example an explanation of how accountants could use a particular function, is displayed when the animation/screen information is not critical to learning.

The Modality and Redundancy principles refer to research which found that working memory comprises of two interacting processing channels: the visuo-spatial in the form of images, and the verbal-acoustic in the form of words (Baddeley, 2010).  Mayer (2003) found that overloading of either of these channels was detrimental to learning (Mayer, 2003 in Edutech Wiki, 2009).   For example,  words should be presented as speech  rather than onscreen text when images are being viewed,  and words in text should not accompany audio narration.  In the tutorials onscreen text has been kept to a minimum.  However, in the introductory tutorial the learning outcomes have been shown as text, with an accompanying narration, as it was felt important that the learners should be aware of the learning outcomes.  In the same tutorial instructions the modality principle has been adhered to as far as possible for example, ‘you will watch a video and then complete an activity’ shows an image accompanied by narration.

It is hoped that by following well researched principles this series of video tutorials will provide a rich learning experience for students.  Qualitative feedback will be gathered to further enhance the activity.

REFERENCES

Baddeley, A (2010)., Working memory, Current Biology, Vol 20, Issue 4, pp 136-140

Edutech Wiki (2009), Multimedia Presentation, Available: http://edutechwiki.unige.ch/en/Multimedia_presentation.  Last accessed: 4^th January 2012

Mayer, R.E., (2002) The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, Vol 13, Issue 2, pp 125 -139

Merrill, M. D., Barclay, M., van Schaak, A., (2008) Prescriptive Principles for Instructional Design in Handbook of Research on Educational Communications and Technology (Aect),3^rd ed., edited by J. M.  Spector, M. D. Merrill, J van Merrienboer and M. P. Driscoll, pp173-184, Abingdon, Taylor and Francis Group.

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According to a Belbin Team roles questionnaire I recently completed, my main characteristics are:

       RESOURCE INVESTIGATOR

“Resource Investigators are innovative and curious”

I really enjoyed setting this blog up and spent a lot of time looking through various themes and trying out all the widgets and options before I was happy with it. 

 IMPLEMENTER        

“Implementers are the people who get things done”   and don’t care how difficult it is or how long it takes. 

So, that’s all good stuff.  One problem though –  this  piece is missing…….

COMPLETE FINISHER

“Completer-Finishers are the people who see that projects are completed thoroughly”

Once I’d set up the blog, found out how everything worked, and put in a few posts my interest rapidly waned.

This is quite interesting  as I realise that this has been a process in various stages of my life, with projects swiftly abandoned, once I’ve mastered the initial problem.

A classic example:   I used to be big into walking – climbed all the English & Welsh mountains; several Munroes and some in Africa, NZ and Europe .  I invested a lot of time and effort in achieving the Mountain Leadership Award.  But since I got that I have’t been up another mountain..

Maybe I’ll investigate ……

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In 2011, an extra 6 million people in the UK used their mobile phone to access the Internet than reported in 2010, and the rate of growth in the use of this technology was fastest among those aged 16 to 24. In addition, mobile internet use via a laptop, tablet or other portable computer also increased, with 38% of internet users using these mobile devices (Office for National Statistics, August 2011).  As new mobile technologies have been adopted, studies have shown that learners’ study habits are also changing; with a demand for resources and other information to be available as and when required (Belshaw, 2010).

Furthermore, surveys from Mobile Learning Network (MOLENET) research have found that learners overwhelmingly felt that mobile learning: helped them to learn; made their learning more interesting; and wanted to do more mobile learning (Attewell et al, 2009)

In addition, the research found that mobile learning had many benefits for teaching and learning: greater learner engagement and motivation; higher retention, achievement and progression; personalisation; learner enjoyment and improved confidence; and improved communication between teachers and learners.  Nevertheless, as Attewell et al (2009) stress, it is important that existing learning materials are not simply converted for use on a mobile device, for example accessing an existing VLE by a mobile device. Rather, the lesson objectives and the needs of the learners should be taken into account to establish how specific mobile technologies can enhance delivery.  Neither should mobile learning be seen as a single solution for delivering or supporting learning.

Indeed, as Belshaw (2010) suggests, mobile devices can help to develop learning strategies within existing pedagogies.  For example, mobile learning supports social interaction, as defined by Koole’s Model for Framing Mobile Learning (2009 in JISC, 2011), and collaborative learning as suggested by Laurillard’s Conversational Framework (2002). In addition, mobile learning supports situated learning, where students can work on problems in contextual situations, as well as supporting reflective, informal and lifelong learning. Evidence of successful use of mobile technologies which supports these pedagogies can be found in the case studies undertaken by Leicester College and University and the University of Bath Molenet projects (Arrigo et al, 2009)

Clearly then, mobile learning has, and will continue to have, an impact on teaching and learning. However, it is important to recognise that adoption of mobile technology by institutions faces many challenges, such as staff training and development, privacy issues and copyright issues.   Initiatives such as ‘Collaborative Approaches to the Management of e-Learning’ (CAMEL) which was adopted by Sheffield College, and described by Duggleby and Pickersgill (2009), may help to ease the transition by collaborative sharing best practice in the adoption of e- and m-learning strategies to support staff in confidence and skills to support learners.

Related articles

• Learning Delivery on Mobile Devices? It’s time to take it seriously.. (e3bpl.com)
• So you think you are a Mobile Learning Expert? Prove it! [Rich Wootten] (ecademy.com)
• A End-of-Course Student Survey: The Use of Mobile Devices for Class Activities (usergeneratededucation.wordpress.com)
• Launch of the Mobile Learning infoKit (dougbelshaw.com)
• EdTech Roundup: OER, Mobile Learning and E-Textbooks (edreformer.com)

REFERENCES 

 Arrigo, M., Di Guiseppe, O., Fulantelli, G., Gentile, M., Merlo, G., Seta, L., Taibi, D. (eds), (2009) Mobile Technologies in Lifelong Learning/Best Practices, Italian National Research Council – Institute for Educational Technology, Palermo

 Attewell, J., Savill-Smith, C., Douch, R., The impact of mobile learning: examining what it means for teaching and learning, Learning Skills Network, London.

Belshaw, D., (2010), Mobile and Wireless Technologies Review, JISC [online] Available at: http://mobilereview.jiscpress.org/  Accessed 29^th December 2011

Duggelby, J., Pickersgill, D., “Covering the angles – a multi-pronged approach to staff development” in Parker, G (ed)., MoLeNET Mobile Learning Conference 2009, Research Papers, Learning Skills Network,

JISC Infonet (2010), Mobile Learning Infokit, [online]. Availtable at: http://issuu.com/jiscinfonet/docs/mobile-learning-infokit-v0.1/31?mode=embed&viewMode=magazine Accessed 29^th December 2011

Office for National Statistics (2011), Internet Access – Households and Individuals, Statistical Bulletin, [online]. Available at http://www.ons.gov.uk/ons/dcp171778_227158.pdf  Accessed 29^th December, 2011

Virtual Learning Environments (VLEs) were introduced into the further education sector in the UK in early 21st century, as a means of enhancing learning using information learning technology (FEFC, 1999). However, it has since been argued that many institutions do not use VLEs effectively.  Furthermore, it has been suggested that there are more effective e-learning models, such as personal learning environments (PLEs), where the learner can utilise, manage and control a wide range of Web 2.0 tools to support their learning (Stiles, 2007).

The debate was discussed at the 2009 International Conference of the Association for Learning Technology. Steve Wheeler and Graham Atwell claimed that VLEs were driven by an institutional need to manage learning and not as a method of promoting e-learning.  However, as James Clay argued, many learners, and indeed educators, are cautious in their approach to e-learning and, in fact, prefer a safe framework through which they can learn to access learning technologies (Clay, 2009).         Moreover, a 2009 survey conducted by Ofsted found that whilst most learners were happy to use the VLE for learning reasons, they were not inclined to use forums and messaging for general social use, which could suggest that even those learners who are confident with technologies still see the VLE as being a specific learning tool (Ofsted, 2009)

In addition, the Ofsted survey found that the impact of VLEs provided several benefits to learners, including: improved motivation; links to improved retention; and allowing pacing of learning.  Clearly then, the VLE still has a place to play in offering e-learning opportunities. However, it is important that they are used effectively by educators and learners, and not just a means of satisfying managerial control.

Sigala (2002 in JISC, 2006) describes the didactic approach of simply uploading classroom material on to the VLE as the first stage in the use of e-learning, with limited benefit to learners. The JISC infokit on effective use of VLEs (JISC, 2006) suggests that for best practice pedagogical models should be considered, such as the Mayes Conceptualisation Cycle.    This model suggests three levels of learning.  Firstly, primary courseware such as lecture material is made available for learners to download.  Secondly, learners are assessed on their understanding of the material by way of online tests, or by feedback during a discussion forum.  The final, tertiary stage, Mayes argues, is the level at which high level learning takes place, and includes two-way dialogue.  This could take place, for example, by learners presenting their own work on-line, with ideas discussed with peers and tutor through the VLEs discussion board.

In conclusion, it could be argued that VLEs do have an important place in education.  However, to be effective, they should not be used as online replications of traditional teaching methods.  Rather, as Biggs (1999, in JISC, 2006) suggests, effective learning takes place when teaching and learning activities are specifically selected which encourage cognitive learning processes, and engage and encourage learners to attain the intended learning outcomes.

Related articles

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REFERENCES

Clay, J. (2009). The VLE is dead . [Online Video]. 09 September. Available from:http://elearningstuff.net/2009/09/09/the-vle-is-dead-the-movie/. [Accessed: 20 Novmber 2011].

FEFC, The Further Education Funding Council (1999), ITL Implementation Plan (Circular 99/45), Coventry, FEFC

JISC Infokit (2006), Effective Use of VLEs: Introduction to VLEs [online] Available at: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/intro-to-VLEs/printable_version.pdf  Accessed 20^th November 2011

Ofsted (2009), Virtual learning environments: an evaluation of their development in a sample of educational settings, London, Ofsted

Stiles, M. (2007). Death of the VLE?: A challenge to a new orthodoxy. Serials: The Journal for the Serials Community,20(1), 31-36

Image via http://michaelhanley.ie/elearningcurve/tag/sound-forge/

This mini project will discuss research into cognitive theory and analyse application of the principles of multimedia affordances through a multimedia artefact (Health & Safety).

Mayer (2003) argues that in order to encourage deeper learning it is not the learning environment that is important, rather it is the learners ability to cognitively process the learning material.  It is, therefore, important to understand the nature of learning, and design multimedia learning materials which promote that cognitive process.   Mayer (2003) suggests a framework for multimedia learning which considers three assumptions suggested by cognitive science: the dual channel assumption, the limited capacity assumption, and the active learning assumption.

The dual channel assumption suggests that short-term, working memory is comprised of two interacting processing channels: the visuo-spatial in the form of images, and the verbal-acoustic in the form of words (Baddeley, 2010). Mayer’s (2003) research found that learning materials that encourage the use of both channels were likely to encourage cognitive processes. In the Health and Safety video, the author effectively uses each of these components in several ways: the words are displayed as text, the words are spoken, and an image is displayed on screen.

The second assumption is that each processing system has a limited capacity.  For example, “a learner can retain one sentence of narration, or ten seconds of animation at any one time” (Mayer, 2003, p4). In addition, Mayer (2003) found that the inclusion of irrelevant material would have a damaging effect on the learning process. There are clear links between words, both spoken and written), and images in the Health and Safety video.  In addition, the images and texts are displayed for no longer than five seconds.

The final assumption is that meaningful learning can only occur when the learner integrates their knowledge by engaging in active cognitive processing.  This supports Biggs’ constructive alignment principle which suggests that the learner constructs their own learning through relevant learning activities (Biggs, 2003).  In the Health and Safety presentation, the video is followed by a series of interactive slides where the learner can select and organise the textual and pictorial representations. Mayer (2003) suggests that it is this process of building connections with words and images that will be stored in long-term memory.

Clearly, the Health and Safety presentation has been designed within a clear framework which encourages cognitive processing and promotes meaningful learning. It could also be argued that the multimedia format enables the learner to access the materials repeatedly, and therefore can help to re-inforce learning.  Moreover, the video is presented in a humanistic way which, as Mayer (2003) also suggests, has a positive effect on the learning process.

REFERENCES

Baddeley, A (2010)., Working memory, Current Biology, Vol 20, Issue 4, pp 136-140

Biggs, J. (2003) Aligning Teaching for Constructing Learning, Higher Education Academy [online]

http://www.heacademy.ac.uk/resources/detail/id477_aligning_teaching_for_constructing_learning   Accessed: 28^th November 2011

Health and Safety, MSc Multimedia and elearning, 2011, [DVD] School of Education and Professional Development, UK: University of Huddersfield.

Mayer, R.E., (2002) The promise of multimedia learning: using the same instructional design methods across different media, Learning and Instruction, Vol 13, Issue 2, pp 125 -139

Related articles

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You can view the introduction video  and access the rest of the tutorials in the series  by clicking on the link below.

https://sites.google.com/site/debseedslearning/my-documents

[I originally uploaded the videos to Screencast.com, but have had problems with that, so the videos are now hosted on a google site which is still under construction. To access the videos navigate to the spreadsheet tutorials page.  If you have any problems accessing please let me know]

• Design Project Rationale/underpinning theory
• The runners up
• Original thoughts

The value of formative assessment is widely acknowledged, with effective feedback being a crucial element of the assessment process (Chickering and Gamson, 1986; Hattie’s effect sizes in Petty, 2009, REAP, 2009).  However, studies have also shown that students often find written feedback to be unhelpful: not having enough detail, not being clear or understandable, or being given too late for action to be taken (Glover and Brown, 2006). This mini-project will therefore consider how using  audio and video technology could support and enhance effective feedback, using research from the JISC funded Effective Assessment in a Digital Age project (JISC, 2010a)

 Laurillard’s  conversational framework (2002 in Nicol, 2010) suggests that effective feedback should be a discursive process. The use of audio to record feedback could, Nicol (2010) argues, be a method of opening up such a dialogue. In the JISC  project,  the University of Leicester piloted a study which involved recording audio feedback using podcasts.  The study found that tutors were able to give much more detailed explanations than in their written critiques. In addition, they were able to offer the feedback in a personalised way which was relevant to the student concerned. The tutors also found that it was actually quicker to record the feedback than to write it, thereby enabling a quicker turnaround.  Students responded positively to this type of feedback, which they thought was clear and more meaningful (JISC, 2010b)  Further research at Staffordshire University also suggests that students react positively to audio feedback, engaging with the feedback by making amendments to their work whilst listening to and replaying the podcasts, and were also appreciative of the personal approach by tutors (Merry and Orsmond, 2008).

In my own teaching practice, there are two specific examples where feedback by audio could be used to enhance formative feedback. In the first example, I teach a cohort of Year 1 Business students who are often concerned about writing their first assignments.  Therefore, my objective is to be able to give detailed and constructive feedback, without appearing over-critical and therefore de-motivating students. Audio feedback would allow me to stress important points, such as whether or not the criteria has been addressed, whilst also offering supportive comments to suggest improvements in future.  written work.  In the second example I teach a ‘Using Spreadsheets’ module to accounting students.  Currently, the students upload completed Excel spreadsheets to the VLE, and corrections are made using annotation tools within the software.  However, given the nature of the software, some of these instructions can be quite complex.  By using a video/audio tool such as Jing, the students’ work could be corrected on screen and the students’ could then replay the recordings at their convenience.

Nicol and McFarlane-Dick (2004) put forward seven principles of good feedback practice and it could be suggested that audio/video feedback meets many of these requirements, for example by delivering high quality information to students about their learning, encouraging dialogue, encouraging positive motivational beliefs, and providing opportunities to act on feedback. Moreover, as Merry and Orsmond (2008) suggest, students who are becoming more familiar with multimedia technology may engage more with  audio and video feedback  than with written words.

REFERENCES

Black, P. J., Wiliam, D., & King’s College (Universityof London) Dept. of Education and Professional Studies. (1998). Inside the black box: Raising standards through classroom assessment.London: Nelson.

 Chickering, A.,  Gamson, S.C.(1996), “Implementing the Seven Principles: Technology as Lever,” AAHE Bulletin, October, pp.  3-6. [online] Available at: http://www.tltgroup.org/programs/seven.html Last accessed 28th October, 2011

Glover, C., Brown, E., (2006) Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education ejournal Vol 7, 3 [online] Available at: http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.pdf  Last accessed 28th October, 2011

JISC (2010a)  Effective Assessment in a Digital Age – A guide to technology-enhanced assessment and feedback. [online] Available at: http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf Last accessed 28th October, 2011

JISC (2010b)  Case study 6: Enhancing the experience of feedbackUniversity of Leicester [online]. Available at:http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassess_enhancingfeedbk.pdf Last accessed 28th October, 2011

Merry, S., Orsmond, P., (2008) Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files  Bioscience Education ejournal Vol 11, 3 [online] Available at: http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-11-3.pdf  Last accessed 28th October, 2011

Nicol, D (2010): From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35:5, 501-517 [online]  Available at: http://dx.doi.org/10.1080/0260293100378655 Last accessed 28^th October 2011

Nicol, D.J. & Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), 199–218 [online] Available at: http://www.reap.ac.uk/reap/public/papers//DN_SHE_Final.pdf Last accessed 28^th October 2011

Petty, G. (2009). Teaching today: A practical guide.Cheltenham: Nelson Thornes.

REAP (Re-engineering Assessment Practices) (2009), 11 Principles of Assessment Design, [online] Available at: http://www.reap.ac.uk/Portals/101/Documents/Theory%20and%20Practice/REAP%20principles.pdf Last accessed 28th October, 2011

Technologies used in JISC projects related to REAP Principles

Related articles

• http://www.transformingassessment.com/index.php
• http://rsce-assessment.blogspot.com/2011/10/discussion-has-recently-taken-place-on.html
• http://jiscdesignstudio.pbworks.com/w/page/33596916/Effective-Assessment-in-a-Digital-Age-Workshops
• http://www.jisc.ac.uk/media/documents/projects/raeat_finalreport.pdf
• A Guide to Writing Feedback for Undergraduates: By Academics and Students (estsass.co.uk)
• http://lpdrum.wordpress.com/design-project-rationale/

Image via Wikipedia

Mini Project 2 of Assignment 1 (MMEL)

In 2011, JISC funded a research project, Supporting Learners in a Digital Age (JISC, 2011).  This mini-project will explore how some of the institutions involved supported learners in three key areas: preparing students for studying with technology; integrating digital literacies into the curriculum; and involving students in designing their own learning.

After conducting a learner voice conference which highlighted students’ lack of awareness of the e-learning facilities available to them, Abingdon & Witney College developed an online e-learning induction programme. In addition, each student received information on a college branded memory stick to provide ‘any-time, any-where’ access. The success of this programme was evidenced by a student and staff survey which showed that 88% of respondents found the new induction programme helpful. In their evaluation of the project Abingdon & Witney College found that the key features for the success of the project were response to learner voice, adequate staff development, and backing from senior managers (JISC, 2010a).

Salford University chose a cross-curricula approach to integrate digital literacies by developing an Information Literacy Strategy (JISC, 2010b).   The University has used the Seven Pillars of Information Skills framework (Bent and Stubbings, 2011), which takes into account learners’ different aptitudes and prior learning experience, with the aim of developing digital literate learners who will “have an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively” (Bent and Stubbings, 2011:3). Although this programme is still ongoing, Salford university has made several recommendations. For example, learners’ prior experiences of technology should be taken into account; innovation amongst staff should be promoted, and senior management need to support the project.

The Universityof Glamorganraised the profile of the learner voice by involving students in policy development.  This included setting up student-led focus groups, one of which was tasked with reviewing expectations of Technology Enhanced Learning.  This group recommended more consistency in staff use of the VLE,  student training for the VLE, and online access to social networks. In addition, an actively engaged student voice representation has informed changes in technologies, such as upgraded software, the development of an online assessment submission system, and cross-campus Wi-fi.  The University has attributed the success of the programme to students’ active and effective involvement in the planning and implementation of recommendations, with improved communication between students, academic staff and service staff (JISC, 2010c).

Regrettably, this is a  limited selection.  However, taken together with further readings of the case studies (JISC,2011e), it is clear that institution wide strategies are crucial to supporting learners’ digital literacy. For example, to effectively integrate academic and information literacies into the curriculum, tutors and learning resource staff must work together to meet students’ expectations.  In addition, staff should be innovative in their own use of technologies in order to proactively promote digital literacy to students, whilst nevertheless recognising the range of students’ capabilities.  Clearly then, considerable investment in the projects is required from senior management, which in these case studies was afforded by a funded study.  Nevertheless, commitment from management could be considered to be the key element to the successful development of institution-wide digital literacies.

REFERENCES

Beetham, H., McGill, L., Littlejohn, A., (2009) Thriving in the 21^st century: the report of the LLiDA project (Learning Literacies for the Digital Age): Conclusions and recommendations

Bent, M.,  Stubbings, R. (2011) The SCONUL seven pillars model of information literacy:2011 update, SCONUL [online] Available at: http://www.sconul.ac.uk/groups/information_literacy/publications/coremodel.pdf

JISC (2007) In Their Own Words – Exploring the learner’s perspective on e-learning [online] Available at: http://www.jisc.ac.uk/media/documents/programmes/elearningpedagogy/iowfinal.pdf Last accessed 26th October 2011

JISC (2010a)  How can focusing on induction support learner development of digital literacies? Abingdon & Witney College. [online] Available at: https://wiki.brookes.ac.uk/pages/viewpage.action?pageId=36208955 Last accessed 25th October 2011

JISC (2010b) How can digital literacy help provide the building blocks for lifelong learning? University of Salford [online] Available at: https://wiki.brookes.ac.uk/display/slidacases/Salford Last accessed 25th October 2011

JISC (2010c) How has an institution’s focus on engaging with students changed the way technology is used? University of Glamorgan [online] Available at: https://wiki.brookes.ac.uk/display/slidacases/Glamorgan Last accessed 25th October 2011

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The further education sector faces considerable challenges in meeting the Coalition Government’s targets of raising skills within the UK workforce whilst coping with reforms and spending cuts across the public sector.  This project will consider three key themes in current educational policies which affect the sector: raising skills, public sector reforms, and elearning, which is defined here as the use of technology in education.

The Leitch Review (HM Treasury, 2006) suggested that in order to be competitive in the global economy, the UK’s adult skills base would need to “double the current level of attainment at most qualification levels by 2020” (ibid:p4). The Review also recommended a shift to a ‘demand-led’ approach with a focus on skills which meet the needs of individuals and employers, as well as offering transferable skills which enable a more mobile, adaptable workforce, thus maximising “economic growth, productivity and social justice” (ibid: p6).  However, in 2004 when the Leitch Review was conducted, the UK was in a strong economic position. By 2010 the economic climate had worsened dramatically.   The challenge for the UK now is to increase skills to enable it to remain competitive, whilst dealing with severe austerity measures.

In 2010, the Conservative/Liberal Democrat Coalition government set out policy reforms in the Skills for Sustainable Growth strategy document (BIS, 2010) which recognises that the improvement of skills is crucial to returning the economy to sustainable growth. The strategy is founded on the three principles of fairness, responsibility and freedom which correlate with the Leitch Review recommendations. Therefore, the government will continue to support people who need to improve basic skills levels. However, more responsibility has been handed to employers and individuals to provide their own funding for higher levels of training, for example, a new FE loans system is to be introduced in 2013/14. Training providers will be encouraged to offer a greater diversity of provision to serve the needs of the community: employers and individuals.  The government suggests that devolvement of control from central government will empower learners to demand high quality provision, and thus drive up standards.

It could be suggested that the use of elearning in the further education sector could support the Government’s strategy in three ways. Firstly, by improving the ICT skills of learners; secondly, by offering a wider and more flexible provision; and thirdly by improving the quality of provision. Indeed, the Labour Government’s strategy Harnessing Technology (DfES, 2005) set out objectives for the use of technology in education which included: improving teaching and learning; widening participation; and offering personalised learning. Although with a change in Government, Becta  who developed the Harnessing Technology strategy has since closed,  it could be argued that the effective use of technology in education would help to achieve the reforms set out in the  Skills for Sustainable Growth strategy document (BIS, 2010)

The challenge to the further education sector therefore is to offer increased quality provision which is flexible, and to do so in a difficult economic climate.  It could be argued that effective elearning strategies may be beneficial in helping the sector to achieve these objectives.  Nevertheless, as Weller (2002) states, it is important that the effect of the use of technology in education is considered carefully in relation to pedagogy and the curriculum.

REFERENCES

BECTA (2008), Analysis of emerging trends affecting the use of technology in education  Research to support the delivery and development of Harnessing Technology: Next Generation Learning 2008–14, Becta [online] Available at: http://www.e-learningcentre.co.uk/Resource/CMS/Assets/5c10130e-6a9f-102c-a0be-003005bbceb4/form_uploads/Analysis_of_emerging_trends_affecting_the_use_of_technology_in_education___BECTA.pdf [Accessed 16th October 2011]

BIS, Department of Business, Innovation and Skills (2010), Skills for Sustainable Growth, London, TSO [online], Available at: http://www.bis.gov.uk/policies/further-education-skills/skills-for-sustainable-growth [accessed 16th October 2011]

DfES (2005). Harnessing Technology Transforming Learning and Children’s Services, DfES

HM Treasury (2006), Prosperity for all in the Global Economy – World Class Skills, London: TSO  [online], Available at http://www.hm-treasury.gov.uk/leitch  [accessed 16^th October 2010]

Weller, M. (2002), Delivering Learning on the Net, London: Kogan Page

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