Student expectations and experiences
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What students are telling us regarding their expectations and experiences of their learning environment
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Student expectations and experiences
- 1. What students are telling us regarding their expectations and experiences of their learning environment Birmingham 29/03/2017
- 2. http://digitalstudent.jiscinvolve.org » Phase 1 study reviewed students’ expectations and experiences of the digital environment at university and we spoke to 500 staff and students during our consultation (2013-2014) see http://bit.ly/HEdigstudent » We conducted a review of practice in schools to identify likely incoming expectations (2014) see http://bit.ly/2gYifGH » In phase 2 we focused on FE speaking to 220 learners and 300 staff from colleges across the UK (2014-2015) see http://bit.ly/FEdigitalstudentoutputs » Phase 3 Skills study spoke with 123 adult & community learners, work based learners including apprentices and offender learners (2015-2016) see http://bit.ly/digitalstudentskills » Phase 4 Online learners study, reviewed literature and spoke to students studying on online or partly online courses in HE and FE and Skills (2016) see http://bit.ly/digstudonline
- 3. Your students’ digital experience 1. Do you gather your students’ expectations and experiences of technology within your institution? 2. Do your students contribute to the development of your institutions’ digital strategy or digital environment? 3. Go to www.menti.com enter code 75 26 17
- 4. Enhancing the digital student experience postcards Available to download from: http://bit.ly/FEdigitalstudentoutputs
- 5. Benchmarking the student digital experience »Jisc, NUS andTSEP »http://bit.ly/digstudentbenchmark
- 6. Student digital experience tracker » The Student digital experience tracker enables colleges, skills providers and universities to: › gather evidence from students about their digital experience, and benchmark their data against other institutions › make better informed decisions about the digital environment › target resources for improving digital provision › plan other research, data gathering and student engagement around digital issues › demonstrate quality enhancement and student engagement to external bodies and to students themselves Find out more: http://bit.ly/jiscdigidataservice
- 7. Outcomes from closed pilot June 16 »10,753 unique data sets »Case studies from 7 institutions http://bit.ly/trackercasestudies »Full report is available from: http://bit.ly/student- tracker-report
- 8. Update from open pilot March 2017
- 9. Update from open pilot March 2017 » New questions with stronger focus on learning experience » New question sets (HE, FE, Skills and Online learners) available from http://bit.ly/2mBHA9l » Some optional and one customisable question » New guidance including FAQs,Guides and CoP » 140 providers signed up: over 80 launched and collecting data: 11 international universities from SA to NZ » Surveys close on 31st March: access to sector benchmarking data on 4th April: briefings available May » New opportunities: working with other data sources; more customisation options; snapshot case studies; sector intelligence; BOS
- 10. Facts and figures as at 22nd March » 97Tracker surveys have been / are in use from approx. 85 institutions; 11 international » Highest response of 1,490 fromAdelaide, using the HETracker » Highest UK responses from Bexhill Sixth Form College, using the FETracker with 820 responses, and Chelmsford College using the FETracker with 767 responses » Highest UK HETracker response = University of Liverpool (678) » Highest UK ACL and SkillsTracker response = ACL Essex (470) » Highest UK Online LearnerTracker response = Royal Botanic Garden Edinburgh (81)
- 11. Update from open pilot March 2017 New open Guide: bit.ly/TrackerResponding
- 12. Hearing the learner voice »Digital learner stories and videos available from http://ji.sc/learner-stories
- 13. Telling learners’ stories »The idea »The experience »The journey »The outcomes
- 16. What are you hearing? »What do you hear in these stories? »What do you think other people in your organisation need to hear? »Send a text to 0207 183 8329 starting with digi. » NOTE - if you don’t start the text with digi, it won’t go to our inbox
- 17. What have we learned?
- 18. What have we learned? »Key benefits of digital learning for these learners were inclusion, independence, and flexibility ( ‘making time‘).
- 19. What have we learned? »Tablets are a game-changer for many learners: convenient, lightweight and connected to all their digital services.These learners loved their tablets. »These learners also loved some very traditional features of formal education, including libraries, the virtual learning environment, on- site IT support and fixed computing facilities.
- 20. What have we learned? »Confident teaching staff were critical to the positive experiences these learners had, especially when they were introducing professional practices and networks. »New digital learning habits that learners explore in these stories include digital reading and writing, note- making, curation, learning from video and other media, sharing, coding and making.
- 21. What have we learned? » These learners responded to digital learning with feelings of curiosity, enthusiasm, excitement, freedom and a sense of fun. However, they also wanted their digital learning to be safe and for other learners to be respectful in digital spaces. » For some of these learners, digital technology represented a ‘second chance’ or even ‘the only chance’ that they had to engage with education.
- 22. What have we learned? » Some of these learners are mixing public and private spaces (such as learning groups and professional networks).Others engage in formal and informal learning in tandem. These are confident digital behaviours that not all learners will feel happy to try. » Most but not all of these learners saw their digital skills as assets for work.
- 23. Conclusions Continuities: » Valued: access to resources, opportunities to practice, interactions with tutors & peers » Learning habits: make notes, organise ideas, prepare assignments, collaborate, express deas, manage time and motivation, revise and review, listen to feedback, showcase » Course requirements and tutor practices establish the agenda Discontinuities: » Use of graphical, video and audio to learn and to express self » Reading and writing digital text » Overcoming of barriers: ’second chance’ and ‘only chance’ » Curation, remixing, repurposing, sharing of resources » Digital networks to connect across boundaries: learning & work, public&private, formal&informal etc » Rapid feedback, rapid rewards
- 24. Capturing your learners’ stories » In your groups discuss: › How do we ask the right questions so we hear what our learners need to say? › How can learners’ voices and stories be most persuasive in our organisations? › How do we balance the demand for ‘data’ with the power of narrative? › Make notes on the flip chart and be ready to share or use the padlet https://padlet.com/sarahknight/jiscexperts17
- 25. Find out more » Jisc Student digital experience tracker - http://bit.ly/jiscdigidataservice » Jisc NUSTSEP Benchmarking the student digital experience – http://bit.ly/digistudentexp » Enhancing the student digital experience - http://bit.ly/digitalstudentguide » Digital learner stories - http://ji.sc/learner-stories » Developing successful student staff partnerships - http://bit.ly/jisc-partnership » Change agents’ network – http://can.jiscinvolve.org » Case studies of institutional practice - http://digitalstudent.jiscinvolve.org/wp/exemplars » Using technology to support employability - http://bit.ly/employabilityproject » The Student Engagement Partnership – http://www.tsep.org.uk » REACT project – http://www.studentengagement.ac.uk
- 26. Find out more… Digital Student project Sarah.knight@jisc.ac.uk http://digitalstudent.jiscinvolve.org #digitalstudent Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Hinweis der Redaktion
- Write down your answers on 2 post-it notes and stick up on the wall on flip charts also use padlet…
- The idea came from participants in consultation events held after the Digital Student Skills project – real learner voices would add value to staff, managers and institutions when they think about provision of services, the value of staff-student partnerships, wonder how to find out what their learners think, etc. The experience was guided by the need to find a cross section of learner voices and to use some of the questions that were part of the focus groups who contributed to the digital learner research to create semi structured interviews. Individual experiences led to different aspects of digital experiences being highlighted. The journey took (no surprise), longer than expected – finding learners, talking to them informally to see if they understood the project and were happy to talk about their experiences. Then setting up the interview, finding a tool to record it (Pamela for Skype), transcription, asking them to produce a 1-3 min video/audio clip about the key issues identified in their interviews.... October to mid February. The outcomes – Helen’s Key Themes document draws together some of the most commonly heard issues, tools and study habits; I urge you to read it on the Digital Student blog.
- The participants didn’t know each other Shared enthusiasms included: Love of YouTube to support studying (no longer relying on being brave enough to ask questions in class and admit they didn’t understand something) Feeling more empowered because they had digital tools to support investigation, conversations with like-minded people, overcome barriers caused by ‘other’ needs, could manage their time independently with appropriate tools, etc. Many identified as being visual learners and made use of technology to help themselves by using video. Appreciation of the library and resources – online and physically, especially the library staff, often able to focus on topics/assignments very closely through direct access to research papers rather than reading long textbooks ‘Creative’ and ‘fun’ were words often used in the interviews Not all of the participants loved technology or had used it in school or had access at home.
- I come from an FE background so Sky’s story resonated for me though it was hard to choose which one to play for you today.
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