U n l o c k i n g t h e P o t e n t i a l o f D i g i t a l L e a r n i n g

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1 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e i s s u e s f a c e d b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s 1 Y M C A A w a r d s s u m m e r 2017

2 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e k e y i s s u e s f a c e b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s F o r e w o r d f r o m A d a m W i l l i a m s, H e a d o f P r o d u c t s a n d S e r v i c e s Technology has gained a firm foothold in the Further Education (FE) sector. The everincreasing range of tools is improving the efficiency of educators and institutions, and creating better learning environments for students. This opportunity comes at a time of increasing pressure for the FE sector, as there are higher demands on quality and outcomes, yet resources dwindle. With that and the atmosphere of uncertainty, as the sector waits to see the impact of the Further and Technical Education Act, it is clear that there is glaring need for change and support. Harnessing the potential of digital learning is a crucial step to meeting these challenges. This is discussed in our previous reports (available through the YMCA Awards website), where we highlight the development of digital learning tools as a starting point. For the sector to truly transform, FE institutions and professionals need help in matching tools to their most pressing needs. They need to be guided in how to maximise the potential of such innovations in their learning environments. For partners working with the FE sector, there is a need to listen to the professionals and ensure that services are matched to their needs. This report reflects the current attitudes of these professionals. We have surveyed the experiences of people working within the sports departments of 26 further education institutions, assessing their current challenges and concerns about the future. As well as looking into their attitudes on digital learning tools and if they are delivering tangible benefits. Finally, we looked at what tools they would most like to see available to them. At YMCA Awards, we have been listening and, as a result, have created a package of digital learning tools that reflect the needs of the sector and the challenges that busy educators face. To learn more about these tools and how YMCA Awards can support the transformation of your business, fill in your details online and we will give you a call. Y M C A A w a r d s s u m m e r

3 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e i s s u e s f a c e d b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s The current uptake and impact of digital learning tools Our study suggests that a gap is emerging between FE institutions those that are embracing the benefits of digital learning and those who are not accepting it. The majority of institutions are yet to fully embrace digital learning tools. Within our sample, 56% either use such tools in their delivery or (more likely) have access to tools but aren t using them on a regular basis. Just 44% have invested heavily in digital learning and an equivalent number (42%) are starting to see greater efficiencies in course delivery because of these tools. These results highlight that the implementation of digital learning requires a deep commitment to achieve real benefits. The tools need to be fully integrated into daily systems and made a key part of classroom learning. Failure to make this commitment, means that tools will not be fully utilised and benefits will not have a transformative impact. 3 Y M C A A w a r d s s u m m e r 2017

4 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e k e y i s s u e s f a c e b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s The current attitude of educators to digital learning tools 70% of those who responded to the survey said that they welcomed the benefits that digital tools could bring to improve their ability to meet future challenges, with under 4% actively opposing the rise of digital learning. However, there is a need to convince a sizeable proportion that such changes will not lead to a lowering of overall standards. While not the majority view, 23% said that they are worried that low quality training might start emerging in the market and that efforts need to be made to ensure standards are maintained. 19% of those responding to the survey recognised that progress is necessary to meet the growing demand of students for such tools. Given the growing dominance of digital tools in other areas of our lives, it is perhaps inevitable that students will come to expect their learning to follow this trend. A significant number (15%) were open to the introduction of more digital learning, but felt that they might not have time to learn how to make full use of its potential. This highlights the need for tools to be well designed (making them easy to pick up and use intuitively) and also for greater support to be provided when introducing new systems into a FE environment. Y M C A A w a r d s s u m m e r

5 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e i s s u e s f a c e d b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s Where could digital learning or supporting tools have most impact? Our panel were asked what they felt were their biggest challenges and their major concerns for the future. Perhaps, unsurprisingly, one of the major areas where digital tools would have an immediate impact was in helping make tasks more efficient. The top two challenges were resource issues (e.g. having too much marking to be completed) and having to work outside of contracted hours. Tools that could reduce the time pressures on educators would therefore have the greatest impact on day-to-day operations. It was also clear that digital learning tools also need to make a positive impact on learners and their outcomes. Providers need to demonstrate how they will maintain standards and also help educators meet the expectations and outcomes at the end of their courses. Finally, it was clear that the tools themselves were only one part of the story. Over a third of FE professionals (38%) said that learning how to incorporate digital learning into lesson plans was a major challenge within their current role and 40% said that this was one of their key concerns for the future. 5 Y M C A A w a r d s s u m m e r 2017

6 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e k e y i s s u e s f a c e b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s What innovations do FE professionals most want to see? Educators are clearly excited about the potential of digital tools in helping transform their classrooms. High on their list of priorities are tools to increase their efficiency whether that s easing the burden of marking students work or reducing admin time (hours spent away from teaching and student support). Many also wanted digital tools to help enhance the learning experience for students creating online quizzes for example. There was also considerable interest in tools that students can then take into their professional lives. In sports and fitness for example, these can be digital tools designed to help measure the progress and impact of fitness programmes, something that has already captured the imagination of the public with the success of Fitbit and similar tech tools. Clearly, professionals can see the potential but want support in making such tools effective. Y M C A A w a r d s s u m m e r

7 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e i s s u e s f a c e d b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s The YMCA Awards solution Our shift into the digital era has been a learning curve, but we are completely embracing digital learning tools and listening to the needs of our centres. Digital is an exciting, but at times daunting aspect of this sector, but we are ensuring that our centres are given support so that they can fully take on board, and take advantage of the exciting new tools coming onto the market. With the creation of Y-Mark, a self-marking digital workbook to support internal assessment, we hope to eliminate the frustration of having too much marking to so that time can be spent on more valuable aspects of instruction. Other free tools included in the YMCA Awards package include an online assessment platform for online booking and sitting external examinations, as well as mock assessments to help prepare learners for their exams. The Y-Go app (available on the App Store or Google Play), gives students valuable revision tips based on their learning style, meet fellow learners, and get tips on how to create a great CV. Furthermore, there is continuous elearning (including learning games) to support delivery and course outcomes. 7 Y M C A A w a r d s s u m m e r 2017

8 H a r n e s s i n g t e c h n o l o g i c a l a d v a n c e m e n t t o s o l v e k e y i s s u e s f a c e b y f u r t h e r e d u c a t i o n i n s t i t u t i o n s R e g i s t e r e d C h a r i t y n o Y M C A A w a r d s s u m m e r