Skip to 0 minutes and 5 secondsYou can learn a lot from the digital data collected from your learners as you use blended learning. In this video we look at case studies from colleagues in the sector. And in particular, at how they evaluate their blended learning, what kind of digital data they collect, and what they can learn from it. The first case study, from Prospect Training, shows that they use their database to record data from the learner's digital portfolios, their online learning, and from their online homework. We also hear that because the resource was available online their supported learning could go well beyond the classroom, so that they could do self-directed learning to enhance their basic skills without the teacher being present.
Skip to 0 minutes and 50 secondsThese video case studies, from across the sector, tell the stories of why and how blended learning was introduced and how data enhanced the experience. They show us that useful data from proving learning outcomes can come from performance on tests and from learner's online engagement. Sometimes learner discussions, or questions, or comments in focus groups and surveys can tell you a lot as well.
Skip to 1 minute and 19 secondsSo you should all have a welcome screen. Yes? Yeah. Fab. At the top of your screen-- can you go on "classes" please. And then I want you to go to "XTA Hits Max." Any questions just pop your hand up and let me know what you need to do. Probability is the chance of something happening. I think certainly the way we operate we have a lot of remote centres. Around the country we do a lot of outreach work here in sports clubs and sports facilities. And I think by us coming up with a standardised approach for the delivery that are used in blended learning we can actually deliver the same qualification to the same standard in any location within the country.
Skip to 1 minute and 55 secondsSo we know that all of our students are getting the same level of education, and then supported individually by the teachers and tutors they have alongside each programme.
Skip to 2 minutes and 7 secondsDREAMS is a space that we've developed to control all of our e-learning. It's an e-portfolio system, as well as an e-learning management system and a learner management system. We then set about rewriting all courses that we felt we were going to run for the next 12 months into an online version, and what could be embedded within our blended learning environments. And we use blended learning in sort of a variety of different methods-- to support the learner really. We use quizzes to help them engage and be more fun. We also give them feedback of where they are with their education. And we have the ability with this to be able to actually make textbooks come to life.
Skip to 2 minutes and 41 secondsSo actually, some more engaging learning, different than if you look at a standard textbook. That's the correct answer.
Skip to 2 minutes and 51 secondsOur DREAMS database enables us to get a three-tick process between student portfolio work, between online learning, and uploaded homework from remote delivery. You can see the students here have actually done an assessment module, which took them 7 minutes 23 seconds, and that current student scored 83%. The positives we've received from teachers, certainly, are an engagement from the students. The ability to be able to actually look at what a student is doing from a lesson exactly. So its leading us to track more results, and seeing how your demographics are scoring, how male verses female are doing. So from a manager point of view, they can actually look at stats teacher verses teacher.
Skip to 3 minutes and 30 secondsAre certain teachers delivering the same qualification in one part of the country out-performing teachers in a different part of the country? Move to your assessments on the mean and range.
Skip to 3 minutes and 44 secondsCertainly, from some students' point of view, the feedback we've had is fantastic. So all of our courses contain customer satisfaction reports, and the measurements we're getting of how much they enjoy doing the learning is great. They enjoy the fact that they can study how they want to study at a time they want to study, and because it's blended learning they can remotely access the courses at weekends, in the evening. And we're actually finding from our stats, and from the reports we can pull from our DREAM system, that we're finding that students are accessing courses at weekend, Saturdays and Sundays.
Skip to 4 minutes and 13 secondsAnd they're taking Maths and English qualifications, which for level 1, 16 to 18 NEET learner to actually be self-studying by themselves I think is a credit to the student, but also to the resources that we've enabled them to access.
Skip to 4 minutes and 36 secondsWe work with people that are unemployed. We run short courses, anything from four days to a month in a variety of different subject areas, to help people skill themselves up to be better placed to enter the job market. I've been interning at a number of different media and advertising agencies to try and get into the field. We set up the technology, really, to help people get into work. That was our main objective.
Skip to 5 minutes and 6 secondsStrive Training use a blended learning approach, video, online work, the tutor. And what that does is that incorporates everybody's skill sets and ways of learning in order to improve the success of the programme. Our thought process was to create a product with something that is advanced, something that they can utilise as a full CV-- so they can include photos, video. They can attach a number of documents like certificates, and portfolios, and the like.
Skip to 5 minutes and 44 secondsWhat that is telling you is the gaps in your CV. Now, only you can see the gaps to inform you that you need to obviously fill the gaps. An employer doesn't see that because sometimes they will query when there's a long gap.
Skip to 6 minutes and 2 secondsWithin the backend of our system we can track all of our learners. The purpose of the tracking is to get a good gauge of where and when they're doing their learning. There's work within the classroom in a number of different medians, as well as outside of the classroom, and in the learner's own time, whereby we are able to track the learning in both.
Skip to 6 minutes and 28 secondsWe can't really track whether someone's got a job on our system. We do that in terms of getting in touch with our learners through a number of different questionnaires. Student response rates haven't been fantastic in terms of questionnaires. However, we have had a number of learners come back to us saying that they are now in work. They're very excited about the role that they've got. They felt that they've been able to apply and gain employment at a higher rate and in roles that they are better equipped for. And they will have access after the programme to the CV and the whole course infrastructure in their portfolio.
Skip to 7 minutes and 2 secondsAnd that allows them to further improve their CV and further enhance their skill sets.
Going beyond reflection to data
You can learn a lot from the digital data collected from your learners as you use blended learning. In this video, we look at case studies from colleagues in the sector, and in particular at how they evaluate their blended learning: what kind of digital data they collect, and what they can learn from it.
The first case study from ‘Prospect Training’ shows that they used their database to record data from the learner’s digital portfolio, their online learning, and from their online homework. We also heard that because the resource was available online, their supported learning could go well beyond the classroom, so they could do self-directed learning, to enhance their basic skills, without the teacher being present.
These video case studies from across the sector tell the stories of why and how blended learning was introduced, and how data enhanced the experience. They show us that useful data for improving learning outcomes can come from performance on tests, and from learners’ online engagement. Sometimes learner discussions or questions, or comments in focus groups and short surveys, can tell you a lot as well.
Have your say:
What kind of digital data is it feasible for you to collect and use that would help with improving learners’ experience and achievements? If you have used digital data to improve learners’ experiences, share your story with other participants.