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How colleges are trans nsform forming ng their r EdTech ch strate ategy gy – Best st practi actice ce and d soluti ution

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• Weekly webinar series from 3rd June @ 2pm.
• Series of speakers from colleges, government and EdTech

companies.

• eBook Publication is the final output.
• Topics – Practitioner led:
• Equality of access to online learning programmes.
• Infrastructure.
• Investment .
• Basic digital skills.
• Teacher CPD.
• Immersive technology.
• Safeguarding.
• Delivering high quality teaching, learning and assessment.
• Student engagement.
• Golden thread is no learner left behind.
• Please feedback through survey so we can refine.

Elevating the UK Further Education and Skills Sector

Robin Ghurbhurun Managing Director FE and Skills

Shaping the FE sector to prosper from a technology enabled future UfI EdTech Webinar

Ambition for FES

For the FES sector to be world leaders in their use of technology How can technology elevate:

• teaching, learning and assessment
• student experience and outcomes
• stakeholder experiences
• business operations
• responsiveness to change

Jisc at the forefront of FES digital ambitions

Ambition

Trusted digital expert and valued partner World Class provider of digital and advisory services through innovation and co-design Integral to institutions and the sector’s ability to serve people as lifelong learners

Belief

Digital, data and technology can elevate all aspects of an institution and Jisc is here to serve, advise and support FES providers on their journey

Change

A digital elevation model to support FES providers through transformative change

Insights

Digital elevation – sector environment

Digital elevation model

5-key themes for members:

Learner experience (digital learner journey) Staff experience (digital confidence, well-being, talent acquisition and development) Curriculum development (career/sector focused, learning resources) Underlying services (Digital infrastructure, data and BI, ID & authentication, learning spaces & estate management) Culture, leadership and governance (Digital first, financial management)

Digital leadership considerations:

Leadership:

• Clearly articulated Digital Vision and Strategy
• Promote a “Digital First Culture” and think digital by design
• Sponsor good data architecture and governance
• Promote adaptive/augmented teaching, learning and assessment
• Plan for smart and augmented campuses
• Promote digital well-being and safety
• Contribute to research – learning from ‘what works’

Data Analytics:

• Design and build with Business Intelligence in mind
• Utilise digital/data insights: staff, students, finance

Infrastructure:

• Resilient connectivity/bandwidth
• Cloud – Software as a Service, collaboration/comms
• Cybersecurity – essentials accreditation, assessment of threat
• IT capacity/expertise (virtual support desk)

Digital Content:

• Vocational/modularised skills content
• AR/VR content
• Library/LRC as a service
• Digital badges/accreditation

Digital leadership considerations:

The current EdTech landscape of FE colleges

Paul McKean Head of FE and Skills

IT hardware

• Q4. On balance, how many of the devices

provided by your college are fit for purpose, using a scale of 1-5 (where 1 is almost none and 5 is nearly all) ? 1 (almost none) 2 3 4 5 (nearly all) Desktop devices 4% 9% 23% 29% 36% Portable devices (e.g. tablets and laptops) 4% 13% 38% 30% 16%

• Q6. (If portable devices = 1 – 3) What is the

main reason for your portable devices (e.g. tablets and laptops) not being fit for purpose? Number of responses Percent Age/wear and tear 26 87%

• Q5. (If Desktop devices = 1 – 3) What is the

main reason for your desktop devices not being fit for purpose? Number of responses Percent Age/wear and tear 19 95%

Over a 1/3 colleges rate their desktop devices between 1-3, while over 1/2 colleges rate their portable devices between 1-3. Age and wear and tear are the main factors for this highlighting limited investment in these areas.

IT hardware

• Q8. On a scale of 1-5, how fit for purpose are

the following at your college? (where 1 is not at all fit for purpose and 5 is completely fit for purpose)? 1 (not at all fit for purpose) 2 3 4 5 (completely fit for purpose) Wifi 5% 9% 13% 36% 38% Internet connectivity 2% 2% 2% 34% 61% Servers 0% 7% 16% 21% 55% Storage 2% 11% 18% 16% 54% Local area network 4% 5% 14% 25% 52%

Analysis of Jisc’s infrastructure reviews leads Jisc to conclude that 85% of further education members reviewed have concerns relating to gaining Cyber Essentials certification in line with the ESFA expectations in 2020/21 (NB. ESFA have scaled back their expectations to ‘best endeavours’ given colleges competing priorities).

Cyber security

• Q18. Approximately how many ‘major’ and

‘minor’ cyber security incidents has your college experienced in the last 12 months? (By major we mean any that have caused significant business disruption) None 1 to 4 5 to 10 10+ Don't know / Data unavailable Major 88% 11% 0% 0% 2% Minor 23% 46% 16% 11% 4%

• Q4. Does someone in your college have
• verall responsibility for cyber security?

Number of responses Percent Yes, we have a dedicated person or team 17 30% Yes, but it’s part of someone’s wider role not their sole focus 39 70%

• Q22. To what extent do you agree or disagree

that your college is able to deal with a cyber security risk? Number of responses Percent Strongly agree 6 11% Agree 33 59% Neither agree nor disagree 15 27% Disagree 0% Strongly disagree 1 2% Don't know 1 2%

Over a 2/3 colleges have experienced at least 1 cyber incident while over 1/4 have experienced more than 5.

Cyber security

• Q20. Do your staff undergo any cyber security

awareness training? Number of responses Percent Yes, it's compulsory for all staff 30 54% Yes, it's compulsory for certain staff 7 13% Yes, it's optional 9 16% No 9 16% Don't know 1 2%

Covid-19 has seen a significant increase in phishing attempts with cyber criminals looking to exploit changes in working practices and the fact people are working from home.

Online delivery/learning

Safeguarding

• Safeguarding policies and procedures extended to cover online?
• Web filtering on college owned devices
• Learner agreements filming clauses re: online meetings
• Protocols for online meetings i.e. dress code and whether 1:1
• Q21. Do your students undergo any cyber

security awareness training? Number of responses Percent Yes, it's compulsory for all students 10 18% Yes, it's compulsory for certain students 5 9% Yes, it's optional 10 18% No 20 36% Don't know 11 20%

Online delivery/learning

Accessibility Review of College and University accessibility statements May 2020 FE HE

• Q32. How confident are you that your college

is or will be compliant with the digital accessibility regulations for the following? Very confident Fairly confident Not very confident Not at all confident Don't know Your college website(s) by September 2020 32% 54% 4% 0% 11% All mobile applications by June 2021 27% 48% 11% 0% 14%

• Compliant Statements: 2.6%
• Good Attempts: 1.3%
• Partial Statements 14.3%
• Poor Attempts: 35.4%
• No Statements: 46.4%
• Compliant Statements: 30.8%
• Good Attempts: 12.8%
• Partial Statements 9.8%
• Poor Attempts: 39.1%
• No Statements: 7.5%

https://www.allable.co.uk/research/accessibility-statements-v3

Online delivery/learning

Inclusion

• Laptops for disadvantaged learners (bursary scheme)
• Lobbying to support learners suffering from ‘data poverty’
• Important to recognise whether ALL learners have the ability to attend

in real time or to access high bandwidth content e.g. Zoom/Team timetabled sessions. Consider asynchronous over synchronous delivery.

Online delivery/learning

Learner and staff wellbeing

Online delivery/learning

Learner and staff wellbeing

Online delivery/learning

Pedagogy

• Inclusive online learning design (asynchronous)
• Structure/scaffolding
• Direction/instruction

Research: Jisc/AoC

• Launches in May with an invitation to engage

leaders, practitioners and learners.

• Series of cross sector and agency virtual

roundtable discussions.

• Seek to promote the learning from mass

disruption across FE providers and stakeholders.

• Create a short series of reports based on

findings.

• Focus on gathering best practice in the short

term, before exploring longer term impacts.

• Release of a first report in July 2020.

Shaping the FE sector to prosper from a technology-enabled future

Through our discussions & research we will seek to:

• understand the changing needs of staff and learners.
• identify emerging best practice.
• explore scenarios for a long-term shift to remote and

blended learning.

• understand the impact on technology & resource provision.
• identify points of consideration for leadership.
• identify funding & service gaps for sector organisations.

Elevating the UK Further Education and Skills Sector

Thank you, any questions? UfI EdTech Webinar

Paul McKean Head of FE and skills, Jisc paul.mckean@jisc.ac.uk @edtechmckean Robin Ghurbhurun Managing Director FE and skills, Jisc robin.ghurbhurun@jisc.ac.uk