A presentation to the ALT Evaluations of Learners’ Experiences of e–Learning Special Interest Group (ELESIG) group by Debbie Holley, Professor of Learning Innovation, and Dr Heidi Singleton Department of Nursing Sciences, Bournemouth University
The challenges of embedding digital technologies in learning, teaching and assessment are complex, and rethinking the roles of educators has been at the foreground of recent Educause New Horizon expert panel reports. The most recent Jisc Student digital experience insights survey (2020) report highlighted that only 20% of students have experiences of simulation. The challenges of scale seem insurmountable – however, in this session we suggest some low-tech solutions, and invite participants to come along bringing their mobile phones and a google cardboard headset. We discussed some of the barriers and solutions to changing practice, drawing upon the findings of the ‘State of XR and Immersive Learning Outlook Report (2020); The Microsoft ‘class of 2030’ report; and reported on some of our low tech/hi tech innovations. The slides include a link to an EU learning layers position paper on Scaling for innovation.
The sides are available here, and the recording from the ALT ELESIG pages.
Digital wellbeing is one of the fast-emerging ‘hot topics’ for HE, evident in its new prominence in the Jisc’ digital capabilities framework. JISC, the UK’s expert body for digital technology and resources in Higher Education, Further Education and research defines wellbeing as:
“a term used to describe the impact of technologies and digital services on people’s mental, physical, social and emotional health.”
[The work below was first published on the Take 5 blog 20.09.2020]
How can digital competency frameworks offer a different approach to conceptualising student wellbeing?
Mirrored by the EU digital capabilities framework, digital wellbeing is now starting to influence policy at national and pan-European level. An analysis of these two frameworks was carried out by Biggins, Holley and Zezulkova (2017); their work identified ways in which more nuanced approaches to policy implementation would pay dividends in terms of wellbeing outcomes for students. Notably, their work suggests that human learning, underpinned by technological tools, needs to be partnered by a focus on lifelong learning and continuous professional development.
At institutional level, McDougall et al (2018) argue human-centred approaches prioritising staff and students’ immediate and lifelong wellbeing are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. Digital wellbeing has taken on new dimensions and arguably greater importance in the adjustments being made to teaching and learning and to everyday life in response to Covid-19.
Numerous opportunities now exist for connecting, for socialising, for protesting, and for studying using online platforms; yet underneath there are challenges of the digital world for young people. These unfold in a myriad of ways: trolling and online-bullying; increased peer pressure for an instagram ‘perfect’ life and body image; and access and isolation.
Through our teaching and learning endeavours we know about inequalities in access to technology tools, and the health implications that studying on line can create, including the impact of social isolation on young people. We know there are increasing numbers of young people experiencing mental health challenges. An EU project has been set up to increase the capacity of lecturers and students to promote and practice digital wellbeing.
Google digital garage, for example, is a suite of wellbeing tools, with an image of a white, early middle-aged woman with flowing blonde hair, drinking, presumably a cup of herbal tea. The EU Digital Educators project has an image of a white, youthful man with a beard, smiling broadly as he engages with technology. A search of similar sites not only reveals a lack of diversity, they certainly don’t portray the stress and mental anguish staff, and our students, may experience studying in isolation.
The staff perspective
The shift or ‘tilt’ to online teaching and learning has disrupted our familiar practices; in physical, practical and emotional dimensions. Academic staff have been required to adjust the ways in which they facilitate learning, embedding synchronous and asynchronous approaches from new spaces and stretching the boundaries of what constitutes the university.
For some this tilt to online as a response to Covid-19 has been a positive experience, reducing commuting time and increasing a sense of well-being as staff feel safer at home and appreciate flexibility of working.
For others it has been challenging, particularly those who have been home-schooling their children, caring for sick family members or struggling with poor internet connections and out-of-date equipment.
A recent paper by Nordman et al (2020) sets out some key areas of the debate about Covid-19 adjustments in higher education and suggests strategies for managing this ‘tilt’. Issues of access and equality are identified by Heitz et al (2020), in the shift to remote learning. The first challenge is logistical, as educational establishments must ensure that students have access to basic technologies, wherever they are studying and regardless of their socio-economic status.
The student perspective
It has had a parallel impact on learners who have continued their studies in unfamiliar online learning spaces as programmes not originally designed for distance learning have been adapted as a response to Covid-19. Students have lost contact with each other and the physical resources universities provided to aid their academic and social interaction.
The National Union of Students (2020) conducted a survey during the COVID-19 pandemic which found that 20% of students struggled with access to online learning, with black, Asian and minority ethnic students, those from poorer backgrounds, care leavers, students with caring responsibilities and students with disabilities particularly impacted. 82% of students seek support from friends and family online, however only 18% are looking for self-help for wellbeing through digital apps.
What can we do?
Digital wellbeing frameworks offer insights into the wider, more holistic approaches to the student experience. However, they need to be designed for hybrid delivery, and to meet individual student needs. Pointing to self-help online guidance and apps, is, we argue, insufficient in itself, given that the most marginalised students already struggle to access robust internet connections.
The work by Heitz et al (2020) highlights the imperative for institutions to address students’ social, emotional and human needs as a precursor to offering effective online study. Developing and nurturing students’ sense of ‘belonging’ to their cohort, their disciplines and to the community at large requires adjustment of our previous on-campus practices. However, the principles remain the same – we need to:
Care for the whole person;
Model and enable safe, ethical and appropriate behaviour online and offline; and
Reassure our students that their wellbeing is at the heart of our practice, especially in new and potentially unfamiliar digital spaces.
Link to slideshare here:https://www.slideshare.net/slideshow/embed_code/key/AYAlcycYGnQlN3
Nordmann E, Horlin C, Hutchison J, Murray J-A, Robson L, Seery MK, and MacKay JRD. 2020. 10 simple rules for supporting a temporary online pivot in higher education. PsyArXiv Preprints. https://psyarxiv.com/qdh25
Dr Ben Goldsmith is Postdoctoral Researcher in Education at Bournemouth University, where he provides research support for the University’s submission to the Research Excellence Framework 2021. He is also a core tutor on BU’s innovative online Education Doctorate program. Prior to his appointment at Bournemouth, Ben worked for over twenty years in higher education in Australia. His research and publications cover a range of interests including approaches to education and creative practice, the uses of screen media in secondary and tertiary education, and media production infrastructures. https://staffprofiles.bournemouth.ac.uk/display/bgoldsmith
Debbie Holley is Professor of Learning Innovation at Bournemouth University. Her expertise lies with blending learning to motivate and engage students with their learning inside /outside the formal classroom, at a time and place of their own choosing. This encompasses the blend between learning inside the classroom and within professional practice placements, scaffolding informal learning in the workplace. She writes extensively the affordances of technologies such as Augmented Reality, Virtual/ Immersive Realities and Mobile Learning. https://staffprofiles.bournemouth.ac.uk/display/dholley
Anne Quinney is the academic lead for the pedagogic theme of ‘Assessment and Feedback’ at Bournemouth University, based in the Centre for Fusion Learning, Innovation and Excellence (previously the Centre for Excellence in Learning) and is responsible for policy innovations to promote student-centred and research-informed assessment and feedback strategies. A recent initiative has been the Assessment and Feedback Toolkit. Anne’s research interests include arts-based pedagogies and research approaches, including the use of photo-elicitation. https://staffprofiles.bournemouth.ac.uk/display/aquinney
Our earlier panel report…culture and resilience [first published on the NTF blog Nov 27 2020]
What do we usually do on Friday mornings during the pandemic? Routine work, think about the weekend, look at the weather forecast? This morning was rather different…I was invited to take part in a panel scoping out the DIGIFEST 2021 topics. I met the wonderful and inspiring Cameron, who is running the Jordanian pre-service teacher training service, as he joined us from Jordan, and Sarah, the awesome virtual reality educator from De Montfort University. Hosted by Jess Moore, the JISC senior digital content editor we were asked to discuss key questions around the Digifest ‘culture and resilience’ theme.
We started reflecting on the student experience, and all agreed that many colleagues had approached the whole of the ‘move online’ as a second best offering for students. There were lots of great examples where innovation moved ‘beyond’ the screen, embracing student as co-creators of content, of simulation and student centred, personalised best practice. Cameron shared insights from his project in Jordan, where committed teachers across the country were developing amazing resources, in cases for mixed ability pupil groups, with very limited digital infrastructure. Sarah talked about being compassionate, to each other and to our students, in a time of so much multi-tasking in the home, and we thought the WonkHE piece on how universities can’t fix everything (and that is OK) really hit the right tone at this point as staff and students all become exhausted by constant ‘Zoom’ ing.
The conversation moved to challenges in supporting student and staff mental health and wellbeing; and initiative like the Students Minds Mental Health Charter and the Suicide Reporting Toolkit for educators were seen as major ways forward. Digital wellbeing is really important, (see and we felt that this was not adequately reflected in current strategy). online had a dark underside, which unfold in a myriad of ways: trolling and online-bullying; increased peer pressure for an instagram ‘perfect’ life and body image; and access and isolation (read more on The best way of promoting health in HE? blogpost). Loneliness is a key factor for students, as the recent paper by Bu, Steptoe and Bancroft explains, putting young people at risk.
And for the future? We all wanted the leap forward in digital education in its fullest, with simulations, virtual opportunities and authentic learning opportunities for all to move forward, but with access and equal provision for all to continue, and not, once the crisis had past, to slip back in ‘same old’ – we think our students deserve the best of all Higher Education has to offer. We concluding thinking about ‘Universities of the Future and Education 4.0’ and what that may offer in terms of internationalisation, mobility and knowledge transfer, in physical space and time for many, but from their own homes for others.
Cameron Mirza (@cmirza1) Cameron is Chief of Party for IREX for USAID Pre-Service Teacher Education in Jordan.
Dr Sarah Jones: (@virtualsj) The Deputy Dean in the Faculty of Computing, Engineering and Media at De Montfort University. Her practice and research sits within emerging technologies and the development of immersive experiential films.
Debbie Holley: (@debbieholley1) Professor of Learning Innovation in the faculty of Health and Social Sciences, and expert in blending learning, student centred learning and informal learning.
Our host was Jess Moore (@Jisc) Senior Digital and Content Editor
“Digifest is the UK’s leading edtech conference. 2021 is about reconnecting as an industry to understand how learning and teaching, alongside libraries are at the heart of the transformed student experience. We’re opening up Digifest 2021 to be free of charge to all members, to ensure everyone can access these vital opportunities to connect and learn while still having to work remotely. If you haven’t already, you can register here. Professor Debbie Holley is part of a national panel speaking about ‘Shaping the future of education’ on Monday 8thMarch”
The preparations have started! Our panel met to debate educational issues.. [below was first posted on the National Teaching Fellows Blog 09.02.2021]
New Year, New Lockdown.
This week the Office of National Statistics (ONS) reported that 37 per cent of students report being dissatisfied or very dissatisfied with their academic experience, compared with 29 per cent reporting the same at the end of November 2020. And a statistically significantly higher number (63 per cent) of students reported a worsening in their wellbeing and mental health, compared with 57 per cent reporting the same in the previous survey. In this new report, Jisc and Emerge Education outline the need for a fundamental realignment of the ways in which mental health and wellbeing are approached and look at the role of technology can play.
Against this rather gloomy background, our panel met to talk about shaping education of the future, as part of the series of vodcasts Jisc are creating to highlight the importance and significance of DIGIFEST 2021. We started talking about our students – and complimenting them for their resilience, tenacity and dedication. We could each articulate examples of students sitting on the stairs in the family home, with earphones and mobile phones, trying to catch a class as younger siblings needed the home tablet for their schooling; for walking to a public wifi hotspot to access more robust internet connections, and, indeed, 39% have travelled back to rented accommodation to have a better study environment.
Our first conclusion: never assume. Internet access, access to devices of their own, access to their own study space in family homes
We had a wide range discussion about our new roles – we too need to be agile and flexible, and be a subject expert, researcher and IT savvy in the new digital world. We all need to work together to create a safe and secure and supportive learning environment online, and it is unlikely the ‘lone’ academic will be able to achieve all of this on their own. Thus different team structures, skills and support from our professional colleagues are essential. We discussed rapid transitions is assessment design; and reflected on the usual pace of policy development in Universities. Bite sized learning, credit transfer and accumulation, understanding pedagogies such as hybrid learning and hyflex are key agenda items. These will underpin the lasting benefits of emerging new learning models the sector is adopting.
Our second conclusion: Universities are already starting to business reengineer their processes, and this work should continue through to considering the ‘student experience of the future’; the panel see these changes are essential in an area of very rapid HE policy change.
What are the challenges?
BIG unanswered question – what about the knowledge gaps with a generation of school students being home schooled, and inequalities? Need big investment and a national strategy to ensure parity and catch up; and Universities are key component between schools and employers, influencers in local communities, can implement strategic visions to build capacity and community.
Mental health and the continuum to mental illness – strategies to intervene early, intervene well, and at scale – the evidence suggests a need for a blend of digital and ‘real life’ professionals offering talking therapies. Simply pushing students towards an array of ‘self-help apps’ is not sufficient. We thought that good mental health policy was a political issue, nationally, regionally and institutionally, and welcomed the recent Government funding announcement allocating £20.million for student mental health and wellbeing.
Graduate employability is proving to be challenging for students and Universities. Data from the 2021 UK graduate market survey has graduate recruitment down by 15%. Graduate recruitment has fallen in 13 out of the 15 most sought-after industries and 50% of he UKs leading employers have reduced their graduate recruitment budget.
Our third conclusion: the sector faces a series of challenges, and we need to co-operate for successful scaling up and moving forward. Technology and the confidence about when to use (and when to step away) is crucial for shaping the future of education.
What are we hoping for at DIGIFEST?
Sarah summarised our hopes for Digifest:
“My session is about preparing for future with immersive technology within education. I’m also really interested to learn from one of the Jisc sessions on the data around how students are experiencing
learning online. I think it’s really, really powerful to help us inform thinking going forward. Changing cultures is really important – how can leaders support our staff some of whom are really struggling, like everybody, with homeschooling and delivery and workloads and research. How can we support people?
I’m hoping that by taking time off for Digifest my mind will become immersed with these great ideas and things for us to all to consider making Higher Education better”
· Kukulska-Hulme, A., Bossu, C., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Rienties, B., Sargent, J., Scanlon, E., Tang, J., Wang, Q., Whitelock, D., Zhang, S. (2021). Innovating Pedagogy 2021: Open University Innovation Report 9. Milton Keynes: The Open University. Innovating Pedagogy 2021 – iet.open.ac.uk
Dr Heidi Singleton is co-presenting with Debbie Holley as part of the ALDinHE webinar series called LD@3.00 on Tuesday 2 March at 3pm. Our talk is ‘Using google cardboard to engage students’ and full information is on the ALDINHE websitehttp://www.aldinhe.ac.uk/events/
Presenters: Debbie Holley and Heidi Singleton, Department of Nursing Sciences, Bournemouth University
The JISC ‘Student digital experience insights survey’ was recently released, summarising the experiences of over 20,000 HE students at a range of 28 HE institutions. One surprising finding was that only 20% of students gain any ‘real life’ simulation experiences as part of their degree, and these tend to be in engineering design and healthcare. However, our experiences show that with very basic equipment (a SMART phone with internet access able to run 360 video clips from YouTube and Google cardboard – available from Amazon for around £5.00) we can offer students those ‘tasters’ of a more immersive experience. Video conferencing platforms like Zoom, the video affordances of MS Teams and google handouts offer a way to connect with our students, however, their limits are the synchronous nature of the technology, the minimal shared experience and the lack of sense of place. At a time when many of us are feeling ‘Zoomed’ out and seeking some alternative ways of reaching out, this is an interesting way of adding variety. If you have an older SMART phone, be great if you would download a QR Code reader from the App store (more modern ones the camera function usually triggers. Do come with google cardboards, SMART phones or not – all welcome.
Today, after 7 years of study, I successfully defended my EdD thesis on prosocial behaviour in the 0-3 years age group (pass with minor corrections). A huge thank you to my amazing supervisors, the chair and my examiners for an engaging and insightful viva 🥳🎓