Y1Feedback and Assessment Conference

This brief post alerts readers to the Y1Feedback Project and provides some personal reflections on last week’s International Assessment in Higher Education Conference.

Y1Feedback2

The Y1Feedback Project is a collaborative effort between Maynooth University (Project lead), Athlone Institute of Technology, Dublin City University and Dundalk Institute of Technology. The project is being led by Lisa O’Regan with the support of a strong  research and development team. In brief the Y1Feedback Project seeks to improve and develop feedback dialogue in first year undergraduate programmes to support student transition by using digital technologies. So far the team is in the process of reviewing relevant literature and completing the analysis of a baseline staff and student survey of feedback practices in our respective institutions. We have already shared some of the preliminary findings of this survey at national and international conferences. To our surprise last week we won the “Best Poster” award at the International Assessment in Higher Education Conference. Our Y1Feedback website contains more information about this National Forum funded project and please do not hesitate to contact a member of the team should you wish to learn more about the project.

y1Feedback1

Reflections on the Assessment Conference – Elaine Walsh

Last week several members of the Y1Feedback team attended the International Assessment in Higher Education Conference in Birmingham. The following reflections on the conference come from Elaine Walsh who represents DCU and the NIDL on the Y1Feedback Project.

“I kicked-off the Assessment Conference in Birmingham by attending a master class by Tansy Jessop (University of Winchester) on Transforming the Experience of Students through Assessment (TESTA). What a fantastic start to the conference.

The parallel sessions were full of so many great talks that I found it hard to choose between them. However, I wasn’t disappointed by any of the sessions I managed to attend. It was great to have issues around assessment being discussed by such knowledgeable people.

The opening keynote by Dr Maddalena Taras definitely got me thinking. The key aspect of this presentation, that I took away, was the importance of questioning. Also, we (as academics) should be mindful that our judgement on a person’s work can have a real effect on their lives. Therefore, we must be able to justify our judgement. We must make our implicit thinking explicit!

My take on the closing keynote by Professor Jo-Anne Baird was the increasing focus on assessment in teaching and learning and the need for transparency without creating dependency.

The competition was on as the battle of the posters commenced. There were 43 posters in the competition and we each had three minutes to get our message across. While my work on designing an assessment strategy and supporting assessment writers (Assessment Strategy: Online Distance Education) did not win!!! I was thrilled to be part of the winning poster.  The Y1Feedback Project is proving to be an excellent collaboration between Maynooth University (Lisa O’Regan), Athlone Institute of Technology (Naula Harding and Geraldine McDermott), Dublin City University (Mark Brown and Elaine Walsh) and Dundalk Institute of Technology (Moira Maguire and Gerry Gallagher).

It wasn’t all about assessment though as we had an hour to check out some of the local sights in Birmingham. We had a drink while looking out over the canal and toasted to our win. What a thoroughly enjoyable and exciting conference. Looking forward to 2017!”

Update on Toolbox for Flexible Learners Project

The following brief update and presentation slides giving a progress report on the Toolbox for Flexible Learners Project were prepared for the 2014 Teaching and Learning Enhancement Fund Review Day hosted by the National Forum for the Enhancement of Teaching and Learning. Project lead Dr. James Brunton, with support from Nuala Lonergan, presented on behalf of the project team.

Project Title                     

Student Success Toolbox for Flexible Learners: Supporting Transitions from Thinking About Study to the First Weeks

Project Website

This project’s website can be found at www.studentsuccess.ie. This website is being used to disseminate project information and publications and facilitate national and international discussions on the project, specifically through the use of the linked Flexible Learner Success twitter hashtag #FLSuccess.

Project Overview

Introduction

The project seeks to address the problem of effective transitions and the foundations for student success during the initial stages of the study lifecycle with a specific focus on flexible learners. In the context of this project a broad definition is adopted of flexible learners, which includes adult learners engaged in part-time and online/distance learning. Enhancing retention and completion rates of this group of flexible learners is a significant problem both globally and within the Irish context. Although the number of flexible learners in Ireland is relatively low in comparison to many other countries, around 17% of all undergraduates (HEA 2012)[1], there are increasing concerns about their ability to progress towards successful completion.

The particular focus of this project is on supporting flexible learners through key transitions in the early stages of the study lifecycle: from thinking about study, making choices, the registration process and through to the first few weeks. A basic premise of the project is that the foundations for student success start early in the study lifecycle, and that insufficient attention has been given in the literature and within institutions to the importance of the period before flexible learners formally commence their study. A related underlying assumption is that this crucial transition period may be enhanced by the availability of appropriately designed digital readiness and preparation tools, which help to scaffold both prospective students and those about to embark on part time or online/distance study for the first time.

Project Plan

There are five phases to this project.

  • Phase One involves the project establishment, including formalising the project team, partner agreements and scope of the work packages.
  • Phase Two involves an analysis of relevant literature and current digital readiness tools available internationally to support successful transitions during initial stages of the study lifecycle for flexible learners. The main deliverable of this phase is an analysis of the digital tools adopted internationally to enhance transitions to study for this unique sub population of learners.
  • Phase Three involves building on the above synthesis to develop a strategically targeted suite of research-informed digital readiness tools. While they will have wider application across the sector, the tools will focus on facilitating adult learners who are transitioning to part-time undergraduate study. The major deliverable from this phase will be the development of a toolbox of eight digital tools that can be used and/or adapted by other institutions in the Higher Education sector to support student success at this crucial period of the study lifecycle. The final selection, design and appropriateness of the digital readiness tools is being informed by the analysis of the literature and institutional analysis completed in Phase Two.
  • Phase Four involves a series of pilot evaluations of the digital tools across the partner institutions. Based on feedback gather during this evaluation phase, the digital tools will be adapted/augmented to ensure that they are fit for purpose.
  • Phase Five will produce a Digital Guide for Supporting Flexible Learners, which will provide guidance for institutions and discipline teams on how to effectively deploy the suite of digital readiness tools. Another key deliverable of this phase is a series of workshops delivered in different higher education institutions on how to support transitions for flexible learners.

At the start of June 2015 the project is in phase 3, with the development of the eight tools being progressed by a number of sub-groups. The eight tools are listed in the table below with working titles:

1. Readiness for study self-assessment quiz 2. Student workload calculator 3. Student self-assessment support network mapping tool 4. Digital study/learning skills tutorials
5. Guide to Information literacy, digital literacy, and academic literacy 6. Guide to proactively preparing for study 7. A crowd-sourced guide to flexible learning 8. Online induction for flexible learners

Impact Evaluation Strategy

To assess the impact of the project, the project is using the Impact Evaluation Framework (IEF) for teaching and learning projects employed by both the Office for Learning and Teaching (OLT) in Australia and the New Zealand National Centre for Tertiary Teaching Excellence (Ako Aotearoa). The framework examines:

  • Reach (generation and dissemination of project outputs)
  • Impact on teaching practice
  • Impact on learners
  • Impact on the project teams themselves

Also, as part of the project’s impact evaluation strategy, Professor Terry Anderson of Athabasca University will act as an international advisor on to the project.

Project Partners:

Project Partner Partner Contact
National Institute for Digital Learning, Dublin City University Dr. James Brunton, (Project Lead) james.brunton@dcu.ie
Maynooth University Lisa O’Regan, lisa.oregan@nuim.ie
Dundalk Institute of Technology Ann Cleary, ann.cleary@dkit.ie
Institute of Technology Sligo Jennifer Gilligan, gilligan.jennifer@itsligo.ie

Key Outcomes of the Project (June 2015):

  • Phase 1 – This phase involves the project establishment such as formalising the project team and agreement on the format of the digital toolkit to be produced in Phase Three.

– Output: Project plan. Status – Complete

  • Phase 2 – This phase involves an analysis of relevant literature and current digital readiness tools available internationally to support successful transitions during initial stages of the study lifecycle for flexible learners. The main deliverable of this phase is an analysis of the digital tools adopted internationally to enhance transitions to study.

– Output: Analysis of literature and current digital readiness tools. Status – Complete

  • Phase 3 & 4 – A toolbox of eight digital tools that can be used and/or adapted by other institutions in the Higher Education sector to support student success at the early (crucial) stages of the study lifecycle.

–   Output: Toolbox of digital tools. Status – Ongoing

  • Phase 5 – A digital guide for supporting Flexible Learners which will provide guidance for higher education institutions and discipline teams on how to effectively deploy the suite of digital readiness tools. Another key deliverable of this phase is a series of three workshops delivered in different HE institutions on how to support transitions for flexible learners.

–   Output: Digital Guide and Project Dissemination (workshops, a publication(s) and a project webspace). Status – Phase yet to begin.

Benefits to the Higher Education sector nationally

This project will produce both a guide for the sector on how to improve flexible learner readiness, and a suite of digital readiness tools for the initial stages of the study lifecycle that will aid programme teams/institutions in facilitating part-time, flexible undergraduate learners to transition into Higher Education. The project will leverage digital technologies to establish new approaches to assist advisors in helping new applicants to assess their own readiness for part-time, flexible learning and in providing learners with relevant, timely feedback to enhance their chances of success. The digital tools developed through this project will impact on the ability of part-time, flexible learners to make a successful transition into Higher Education. The utilisation of these digital tools to increase student readiness, both by the learners who engage with certain tools and the discipline teams who will access the guidance tools and also choose, adapt and deploy tools for use with students as required on their programme, will aid in the fostering of a culture that fully embraces digital learning and digital innovation.

Benefits to students

While the principle target for this project are programme teams/institutions that wish to support their flexible learners’ transition into higher education, there are clear benefits to students where the tools are used effectively. In such a context, before students start a course of study the student success toolbox will enable them to:

  • Assess their readiness for study as a flexible learner
  • Assess their computer skills and study skills (e.g. digital literacy, information literacy) and receive advice about how to prepare in these areas.
  • Assess their capacity to take on a study workload, and evaluate their personal support network(s)
  • Understand how to proactively prepare themselves for study, as well as what will be expected of them as learners in Higher Education.
  •    Access study tips given by staff and other existing students.
  • Experience a digital orientation of a Higher Education institute.
  • Understand the grammar and expectations of Higher Education institutions.

The result is a student who is well informed about their choice of study and who has access to a suite of supports that facilitates their transition into Higher Education.

Other national/international development work that complements this project:

The National Forum’s first enhancement theme is “Teaching for Transitions”, and as such there are currently a number of other funded projects that are also focused on aiding different learner types such as school leavers and international students transition into Irish Higher Education, for example the project led by IT Sligo that focuses on how a MOOC can improve the transition from 2nd to 3rd level (see http://www.teachingandlearning.ie/priority-themes/building-digital-capacity-projects-2014/). There are also a number of seminars taking place in 2014-2015 with a focus on transitioning different learner types into Irish Higher Education, for example the seminar held by University College Dublin in May 2015 “Challenging Assumptions: Transitions and Widening Participation (see http://www.teachingandlearning.ie/national-seminar-series-2015/).

Phase two of the Student Success Toolbox project involves an analysis of relevant literature and current digital readiness tools available internationally to support successful transitions during initial stages of the study lifecycle for flexible learners. As part of this a number of international initiatives were identified, for example the range of tools in use in other institutions internationally that are used to support flexible learner transition into Higher Education. The phase two report will be available from the project website (www.studentsuccess.ie) in July.

Next Steps:

  • Phase 3 – Development of the toolbox of eight digital tools
  • Phase 4 – Piloting and evaluating the digital tools across the partner institutions. Based on feedback gather during this evaluation phase, the digital tools will be adapted/augmented to ensure that they are fit for purpose.
  • Phase 5 – Production of a Digital Guide for Supporting Flexible Learners. Delivery of a series of workshops in different higher education institutions on how to support transitions for flexible learners.

[1] HEA ( 2012). Part-time and flexible higher education in Ireland Policy, practice and recommendations for the future. Available from http://www.hea.ie/sites/default/files/part_time_report_0.pdf

Release of Irish Horizon Report for Higher Education

H Report

Ireland’s first Horizon Report for Higher Education was formally launched last Friday at the Irish Learning Technology Association Conference (ILTA) at the University of Limerick. The report featured prominently throughout the conference, with Jim Devine helping to contextualise the study in the broader European context in his opening address, and Alex Freeman from New Media Consortium (NMC) describing the main findings on Friday in his keynote.

H Report Table

A feature of the report is the contrast with the recently published Australian and International reports for Higher Education. As the above table shows there are some notable differences between the reports, with under-resourced institutional infrastructure a key finding of the Irish report.

Irish Times

The report also featured in a story by the Irish Times, with particular reference to the need for greater investment in infrastructure, the current inequitable funding model and the need for educators to adopt new pedagogies in order to exploit the affordances of new digital technologies.

The previous Monday the National Institute for Digital Learning (NIDL) hosted a pre-launch event where Dr Larry Johnson, CEO New Media Consortium, shared the main findings and facilitated a brief workshop with an audience of invited guests. He stressed importantly that the Horizon Report does not predict the future and simply offers another ‘futures tool’ for institutional leaders and policy-makers to discuss and plan for their preferred futures. Notably, the Report links to the Roadmap for Enhancement in a Digital World for Irish Higher Education along with recent European reports promoting the current modernisation agenda. It also acknowledges the value of comparing and contrasting the findings with other major publications such as the annual Innovating Pedagogy Report produced by the Educational Technology team at the UK Open University.

1

The Horizon Report has its critics and the sample selection and methodology for the Irish report was adapted to ensure the greatest possible diversity amongst the expert panel, including a mix of experienced, and new and emerging educators. Approximately 70 Irish educators across every university and institute of technology were invited to participate on the panel and almost 50 people volunteered to contributed to the final report. In the context of Dublin City University (DCU), and the current Incorporation Project, it was noteworthy that the panel included specialist academic and administrative staff from across the University and linked Colleges.

2

The intention over the next few months is to workshop the findings with institutions wishing to think more deeply about the impact of new technology-enhanced models of teaching and learning on higher education. Accordingly, please do not hesitate to contact us if you would like to host a workshop in your own region or institution.

3

Finally, we would like to thank everyone who contributed to the Horizon Report project since the beginning of the year, especially panel members. The full press release produced by NMC supporting the launch of the Horizon Report appears below.

NMC, NIDL, and ILTA Release the 2015 NMC Technology Outlook for Higher Education in Ireland

Limerick, Ireland (May 28, 2015) — The New Media Consortium (NMC), the National Institute for Digital Learning (NIDL) at Dublin City University, and the Irish Learning Technology Association (ILTA) are releasing the 2015 NMC Technology Outlook for Higher Education in Ireland at the 2015 EdTech Conference at the University of Limerick. This inaugural Ireland edition describes findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on teaching, learning, and creative inquiry.

Ten key trends, ten significant challenges, and twelve important developments in technology are identified across three adoption horizons over the next five years, giving Irish higher education leaders, decision-makers, and practitioners a valuable guide for strategic technology planning. The report helps to provide these leaders with indepth insight into how the trends and challenges are accelerating and impeding the adoption of educational technology for higher education institutions in Ireland.

“Ireland’s role in Europe and in the world as a critical hub for technological development and innovation continues to grow in importance and influence,” says Larry Johnson, Chief Executive Officer of the NMC. “I think it is an extremely timely moment for a report that looks at the ways Irish universities and institutes of technology are responding in their own uses of technology and where they are heading. The use of digital and hybrid learning designs are increasing across Ireland, and it is clear that Irish institutions are looking forward to a technology-enhanced future that will play out in more effective and engaging learning across the entire country. We believe this new report from the NMC, NIDL, and ILTA will be a significant catalyst for strategic planning and high-level discussions at universities and colleges that will spur even more campus and off-campus innovation in teaching and learning.”

“Our collaboration with the ILTA and NMC is a strong step toward promoting more strategic conversations about future models of teaching and learning in Irish higher education,” said Professor Mark Brown, Director for the NIDL. “Drawn from the collective expertise of leading Irish educators, this report supports work already underway to help universities and institutes of technology throughout the country to develop a more future-focused strategy for higher education in such rapidly changing times.”

“The 2015 NMC Technology Outlook for Higher Education in Ireland could not be timelier in providing a comparative international evidence-base to inform research, policy and practice in the Irish higher education landscape over the medium term,” says Paul Gormley, Director of ILTA. ”This report offers exciting opportunities to identify commonalities and regional differences in higher education across an increasingly global landscape, and contributes a unique Irish perspective to inform the wider NMC Horizon Project. It is significant that the Expert Panel has identified the development of digital literacies to support the changing roles of staff and students in an increasingly digital age. This is a key enabler in maximising the opportunities for creative and innovative learning opportunities in Irish Higher Education.”

Key Trends Accelerating Educational Technology Adoption in Irish Higher Education

These ten trends are identified as very likely to drive technology planning and decision-making over the next five years, and they were ranked in order of importance by the expert panel, with the first trend listed being deemed the most impactful. The key trends are: “Rethinking the Roles of Educators,” “Increasing Use of Hybrid/Blended Learning Designs,” “Rise of Digital Delivery,” “Shift from Students as Consumers to Students as Creators,” “Growing Focus on Measuring Learning,” “Redesigning Learning Spaces,” “Increase in E-Portfolios Created by Learners,” “Proliferation of Open Educational Resources,” “Advancing Cultures of Change and Innovation,” and “Increasing Preference for Personal Technology.”

Significant Challenges Impeding Educational Technology Adoption in Irish Higher Education

A number of challenges are acknowledged as barriers to the mainstream use of technology in Irish higher education. Because not all challenges are of the same scope, the discussions were framed by three categories defined by the nature of the challenge. The expert panel ranked challenges in order of significance, with the first challenge listed being deemed the most prominent. They are: “Underresourced Campus Infrastructure,” “Scaling Teaching Innovations,” “Improving Digital Literacy,” “Engaging with the Ethical, Privacy, and Ideological Aspects of Learning Analytics,” “Integrating Technology in Faculty Education,” “Creating Authentic Learning Opportunities,” “Blending Formal and Informal Learning,” “Competing Models of Education,” “Keeping Formal Education Relevant,” and “Teaching Complex Thinking.”

Important Developments in Educational Technology in Irish Higher Education

Additionally, the report identifies Bring Your Own Device (BYOD), flipped classroom, mobile learning, and online learning as digital strategies and technologies expected to enter mainstream use in the first horizon of one year or less. Badges/microcredit, games and gamification, learning analytics, and open content are seen in the second horizon of two to three years; adaptive learning technologies, collaborative environments, digital identity, and social networks are seen emerging in the third horizon of four to five years.

The subject matter in this report was identified through a qualitative research process designed and conducted by the NMC that engaged an Irish body of experts in higher education, technology, business, and other fields around a set of research questions designed to surface significant trends and challenges. The Irish expert panel was also asked to identify important development in technology that have a strong likelihood of adoption in Irish universities. The 2015 NMC Technology Outlook for Higher Education in Ireland details the areas in which these experts were in strong agreement.

The 2015 NMC Technology Outlook for Higher Education in Ireland is available online, free of charge, and is released under a Creative Commons license to facilitate its widespread use, easy duplication, and broad distribution.

Download the report at go.nmc.org/2015-ie