Led by Sue Attewell, head of change - further education and skills, Jisc. With contributions from: Jo Burbidge, projects and innovations manager, Lewisham Southwark College Dave White, head of technology-enabled learning, University of the Arts London (UAL). Connect more in London, 29 June 2016

2. Efficiencies and effectiveness
SueAttewell, Head of change - FE and skills

3. Efficiencies and effectiveness fundamentals
» A digitally capable workforce and student cohort
» High speed and resilient digital infrastructure
» Safe and secure network and data
» Learner enrolment and management information systems
» High quality digital content which supports the delivery of stimulating and
engaging activities
» Learner management systems such asVLE, e-portfolio and target
setting systems
Efficiencies and effectiveness29/06/2016 3

4. Efficiencies and effectiveness fundamentals
» User identity management and single sign on authentication
» Disaster recovery and business continuity planning
» Access to cloud based shared services
» Underpinned by strategic and operational advice and guidance
» In addition back office systems which improve efficiencies and
effectiveness such as library management, finance, payroll,
HR systems etc
Efficiencies and effectiveness29/06/2016 4

5. What does success look like?
» Teachers have developed some outstanding and innovative e-learning
materials where learners use three-dimensional camcorders to record
assessments and prepare projects
» Learners use the college’s virtual learning environment extensively to
support their studies and to develop their independent learning
» Teachers and students make extensive use of the electronic tracking and
monitoring system to promote students’ progress
Efficiencies and effectiveness29/06/2016 5

6. What does success look like?
» Learners are highly effective independent learners.The measured and
skilful use of information and learning technology, with engaging virtual
learning environment sites in many subject areas stimulate learners to
carry out research outside the classroom.
» Information technology resources are modern and exceptionally well
used in many subjects by both lecturers and learners
» Staff monitor and track learners’ progress closely and, using this
information, successfully encourage learners to aim for high grades
Efficiencies and effectiveness29/06/2016 6

7. Student digital experience tracker 2016
The following themes were often mentioned as something that HE
institutions should keep doing:
» Online 24/7 access to as much content as possible
» 24/7 library access
» Putting as much a possible (lecture notes, slides etc) on Blackboard, and
making it accessible any time any place
» Using technology, and embracing new technology services and resources
Efficiencies and effectiveness29/06/2016 7

8. Student Digital ExperienceTracker 2016
The following themes were often mentioned as something that FE and skills
institutions should keep doing:
» Providing support for learners
» Allowing access to social media and the internet
» Allowing home access to course materials
» GoodWiFi connectivity
» Embedding technology in the teaching learning experience
» Using Google classroom
Efficiencies and effectiveness29/06/2016 8

9. Efficiencies
» Jisc identified £250,000 cost saving to City of Glasgow College
merger project
» Fifty-five per cent telephony cost reduction for Pembrokeshire College
» South Staffordshire College introduced 200 ChromeBase machines into
LRCs; they boot up in less than five seconds, require little to no
maintenance, never slow down and they use 60-80% less energy
saving £35k per year
» First Further Education provider joins Jisc shared data centre saving
80% on data centre costs
Efficiencies and effectiveness29/06/2016 9

10. Value, savings and efficiencies
» Janet network - £35,218,969
» E-books for FE - £991,400
» CSIRT - £22,562,500
» Eduroam - £9,782,000
» UK Access Management Federation - £7,399,700
» Digimap - £38,177,450
Efficiencies and effectiveness29/06/2016 10

11. Value, savings and efficiencies
Jisc Collections:
» 9,000 active subscriptions
» 254 licence agreements covering over 400 subscription agreements
» 6,000 invoices issued worth £43 million
» Total value of agreements negotiated was £90 million in 14/15
(Out of a sector spend of £190 million)
» Savings to the sector of over £70 million per annum
Efficiencies and effectiveness29/06/2016 11

12. Learning from your peers: sharing good practice
Efficiencies and effectiveness29/06/2016 12

13. Student digital experience tracker 2016
The following themes were often mentioned as something that HE
institutions should start doing:
» Recording lectures
» Better use ofVLEs: standardise use by staff, add presentations, teach
students how to use it effectively, and improve access (eg mobile access)
» Improve online services: more online resources/activities, assessment
submissions
» Access to better / more computers
Efficiencies and effectiveness29/06/2016 13

14. Student Digital ExperienceTracker 2016
The following themes were often mentioned as something that FE and skills
institutions should start doing:
» Access to better / more computers and laptops
» BetterWiFi access
» Teach students and staff how to best use technology (hardware and
software) effectively and efficiently
» Put more resources online and make them easy to find
Efficiencies and effectiveness29/06/2016 14

15. jisc.ac.uk
Sue Attewell
Head of change, FE and skills
Sue.attewell@jisc.ac.uk
29/06/2016 Efficiencies and effectiveness 15

16. MONITORING, MOTIVATING AND TRACKING
STUDENTS WORKING ONLINE
JO BURBIDGE

17. Driving Value into Learning Technology Support Programmes Report 2014
“the new 10% target for online learning by 2015, will be testing for many
providers”
Key headlines of the FELTAG report
“The entire workforce has to be brought up to speed to fully understand the
potential of learning technology”

18. Blending In
A staff CPD programme to:
 develop teachers’ skills in designing and applying blended learning tools and techniques
 introducing them to innovative ways of monitoring the use of their resources online
 exploring collaboration and communication techniques
 motivating students to use online resources outside of the classroom

19. Individual
Skills
Audit
Blending In
Face to
Face
Tools for
Blended
Learning

20. Blending In

21. Blending In

22. Outcomes
 When asked if they would recommend the BlendingIn Programme to other teachers, 100% said
yes
 Positive attitude and enthusiasm shown towards the programme
 A great opportunity to start to ‘future proof’ their practice
 Increased volume of content readily available for blended learning delivery
 Participants put their learning into practice, and better understand the long-term benefits
 Teachers are enthused in applying what they have learnt—specifically flipped classroom
opportunities for their learners

23. The Blending In course has allowed me to signpost, direct and support
students with independent work. It has helped me use different
resources which are all clearly laid out and signposted. I also use it to
create quizzes for self-assessment and set assignments to enable
students to submit work for grading, which enable me to provide
individual detailed feedback, where appropriate. Through the use of
Blending In I am able to use tracking tools as well.
The Blending In
course has helped
me improve my use
of online teaching
and learning tools to
enhance learner
experience on the
AAT programme.
Learners have found it very
stimulating and have requested
remote access for their
independent learning. This is only
possible if work is released.
Blending this form of learning to
conventional learning has
certainly improved learners’
motivation, identified learners’
strengths and fostered and
improved the quality of
independent learning
The Blending In course has improved learner independence and
resilience on the AAT programme. Also learners are able to
work remotely to catch up on missed lessons and improve their
chances of achievement.
As the learners worked online, I would
chat with them via Google and they
were able to instantly make
corrections to any errors I flagged up.
I used blended learning for 2 assignments one was
set online for learners to complete in their own time
through flipped classroom, while I was able to assist
other learners through traditional face to face
interaction
My approach has been to pre-empt the lesson and the difficulties that I
know individual students face. I did this by posting videos that I felt would
help them gain an insight into the topic prior to the topic being taught in
class. This often took the form of a YouTube video for a GCSE maths topic
with a link to a self-marking quiz in order to allow the student to test out
their knowledge and if necessary watch the video again.
Flipped learning: provide
video or stimulus resource to
be used in following week’s
class. This was very helpful in
English where 16-18s often
do not have strong views

24. “Google Classroom it
has really helped me
a lot especially my
math I‘m getting
more and learning
also I'm very happy
that you put English
on Google classroom”
For example if I
am confused
about something I
will go on Google
Classroom and
that way I will find
something that
helps e.g.
Documentaries,
Presentations etc.
It was really useful
for assignments
and helped me
pass exams!
The materials on eME are excellent,
especially the ones for English. I found it
very easy to pass my exam once I had
studied the resources available there. I
even helped to make some of them!
I like the way that you can find the things you
need in eME and you don't have to print and file
every single document.
There was lots
of practice and
without this I
probably would
not have been
able to pass my
exam
I helped make some of the stuff on eME - I am in a video for an
English class. I passed my English this year and it's because of
the good stuff on eME (and because I am brilliant too!).
It makes it easier to
access your work and
classroom lessons
online while not at
college.

25. jisc.ac.uk
Further Information
Programme website
http://elearning.lesoco.ac.uk/blendingin/
BlendingIn Moodle Course
http://moodle.lesoco.ac.uk/course/view.p
hp?id=5150
Tools Moodle Course
http://moodle.lesoco.ac.uk/course/view.p
hp?id=5064
jo.burbidge@lesoco.ac.uk
6/29/2016 25

26. How you can enhance your
efficiency and effectiveness for
teaching and learning
David White – Head of Technology Enhanced Learning,
University of the Arts London.
@daveowhite

27. Education is a
process of becoming

28. Beetham and Sharpe ‘pyramid model’ of digital literacy development
model (2010)

29. Efficiency = scale

31. Digital Capabilities

32. Digital Capabilities

33. Led by Lawrie Phipps

34. http://daveowhite.com/vandr

35. The Digital Student Experience at UAL
bit.ly/digistudentUAL CC BY-NC-ND attributable to Charlotte Webb, Maria Georgaki and
David White, Teaching and Learning Exchange, UAL, 2015.

36. Anxiety
in all the things

37. Which of these things make
you anxious about your course?
I miss communications about important deadlines
I don’t know where to find course info online
I am overwhelmed by information
I don’t feel ready to share my work online
I don’t feel comfortable using Facebook groups
I cannot contact my tutor online
Notatall
anxious
Extremel
y
anxious

39. Making practice visible at scale

40. http://www.arts.ac.uk/about-ual/teaching-and-learning
Thanks
david.white@arts.ac.uk
@daveowhite