Jisc is investigating how Wales’ FE and Skills Sector uses core platforms to share innovative practices, funded by Medr. This research will focus on widening participation by ensuring equal access to learning resources and promoting bilingual learning. It will also explore ways to optimise the use of existing platforms.
In our first phase, we have spoken to IT and Digital Learning professionals from organisations across the sector to begin to understand what functionality is being used within the main platforms. The three packages we are looking at are:
- MS Office
- Google Workspaces
- Adobe Express
Analytics Access and Usage: Insights and Challenges
How are analytics currently being used?
We examined who accessed analytics and if they were used to improve teaching and learning. 55% of those interviewed reported having access to software usage analytics; interestingly , many felt these analytics offered limited insights into the effectiveness of tools in educational settings. Instead, they were primarily used for security monitoring, such as tracking sign-in locations and storage usage.
However, there were notable instances where analytics proved beneficial. For example, one institution told us they discovered that students preferred communicating via Teams rather than Outlook. Another linked analytics to PowerBI to help recognise trends in tool usage, providing valuable insights.
A couple of colleges used analytics within annual reviews and reports. For example, one college used Adobe analytics, which revealed the usage patterns of Creative Cloud, prompting a shift to Adobe Express for certain users. However, many participants did not feel the analytics were of use to inform teaching and learning practice.
The findings show both the potential and limitations of analytics in education, and the need for more research on optimising digital platforms for teaching and learning.”.
Software Selection: Balancing Innovation and Consistency
How is the sector remaining innovative whilst keeping students secure?
Participants shared their experiences and the challenges they faced in providing software to staff. A recurring theme was the importance of consistency within tools, which can sometimes clash with staff preferences or prior experience with different tools.
Managing this process emerged as a key topic, with various examples of request systems that staff could use. These requests would then be evaluated by IT or Digital Learning staff. Striking a balance between encouraging innovation and maintaining consistency was described as a ‘balancing trick’. The rigidity of the request process varied among participants, with some allowing a wide variety of tools and others adopting a more conservative approach.
One interesting example was the development of a PowerApp. This app not only illustrated the software available to staff but also provided links to additional information and training resources. This innovative solution highlights the potential for technology to streamline the software selection process and support staff in their digital learning journey.
- Overcoming Challenges in Digital Tool Implementation
- We identified the following key challenges surrounding the use of essential software:
- Questioning Digital Dependence:
- A participant raised concerns about over-reliance on digital solutions, advocating for reduced screen time and device usage in some courses.
- Digital Poverty:
- Colleges are addressing digital poverty by providing learners with access to devices and WiFi outside of campus.
- Staff Adoption Challenges:
- Some staff members struggle with the motivation to adopt new software functionalities.
- Advanced features can be overwhelming for those with limited basic software skills.
- Varied Teaching Environment Difficulties:
- Adult and Community Learning faces challenges with WiFi and device reliance in diverse settings like libraries, community halls, and prisons.
- Cloud Service Access Restrictions:
- Organisational restrictions can hinder access to cloud services.
- Inconsistent Knowledge of Tool Availability:
- There is a lack of consistent understanding across organisations regarding the availability and cost of digital tools (e.g., Adobe Express).
Innovative Practices and Future Aspirations in Digital Learning
We uncovered several examples of how key tools are being utilised to enhance accessible learning and expand access:
- Stream has been used to record demonstrations, providing valuable visual aids for students.
- Microsoft Translate has supported Vietnamese asylum seekers.
- One provider developed a PowerApp to display available teaching and learning software, complete with links to user guides and further information. This innovative approach helps staff navigate and utilise digital tools more effectively.
- Teams serves as a platform for a Deaf Choir to practice and share knowledge, showcasing the platform’s versatility.
- Google’s Notebook LLM has been employed to create personalised learning plans for students, while the integration between Google Classroom and Google Chromebooks has encouraged the use of digital tools in lessons.
These innovative practices and future aspirations highlight the transformative potential of digital tools in education, paving the way for more accessible and effective learning experiences.
What next?
Thank you to the organisations that have contributed so far. We want to investigate further how organisations are using the functionality within their main platforms for teaching and learning. We will share case studies of innovative practice which is breaking down barriers to students accessing their learning.
If you would like to be involved, please contact:
Catherine Evans catherine.evans@jisc.ac.uk
Cat Bailey cat.bailey@jisc.ac.uk