Practical tips for managing digital learning
By Dakota Murphey The integration of technology into education offers exciting opportunities to enhance student engagement, personalise learning, and prepare students for an increasingly digital world. However, for many educators, navigating this digital frontier can feel overwhelming and chaotic. The shift to digital learning brings with it a host of challenges: managing student device usage, choosing appropriate digital tools, integrating technology seamlessly into lesson plans, and ensuring equitable access for all students. Educators not only need to master new technologies themselves but also guide their students in using these tools effectively and responsibly, and help encourage students to consider tech roles for themselves in the future. Creating a tech-friendly classroom layout Creating a tech-friendly classroom layout is essential for maximising the benefits of digital learning while minimising potential disruptions, whether it’s for daily use with students or making the space flexible for community classes. The physical arrangement of your classroom can significantly impact how effectively students use their devices and collaborate with peers, so start by considering the placement of furniture to support both individual work and group activities. This might mean arranging desks or tables in configurations that allow for easy movement between independent and collaborative work, such as clusters or U-shapes, or managing power sources to keep devices powered throughout the day. Proper lighting is often overlooked but plays a vital role in creating an optimal digital learning environment. Position screens to avoid glare from windows or overhead lights, which can cause eye strain and make it difficult for students to view their devices. By thoughtfully addressing these layout considerations, you can create a classroom environment that supports and enhances digital learning experiences for all students. Understanding storage and underlying systems To effectively manage digital learning, educators must have a solid grasp of the underlying technical aspects that support these systems. This knowledge not only helps teachers troubleshoot common issues but also enables them to guide students in becoming proficient digital learners. A fundamental aspect of this is understanding file formats – introduce students to common formats, explain the purposes of each and when to use each one. This knowledge is crucial for students to effectively create, share, and access digital content moving forward. It’s worth exploring the concept of cloud storage and file sharing too, explaining how platforms like Google Drive or Microsoft OneDrive can facilitate collaboration and provide access to files across different devices. This understanding helps students keep their digital work organised and easily accessible. Lastly, teachers need to equip students with basic troubleshooting skills for common technical issues, such as how to clear browser caches, update software, and perform basic device maintenance. These problem-solving skills guide students through the process of identifying issues, researching solutions, and applying fixes for themselves, which aids confidence in using technology and fosters greater independence. Choosing the right digital tools When selecting tools, educators must consider not only the learning objectives and curriculum standards but also issues of equity and access among their student population. Look for tools that align with your teaching strategies and can enhance student engagement and understanding, but also consider the accessibility features of potential tools. For example, you will want to incorporate platforms that offer text-to-speech capabilities, closed captioning, and adjustable font sizes to accommodate students with diverse learning needs. When evaluating digital resources, also consider the learning curve associated with each tool. While some advanced platforms might offer impressive features, they may be too complex for students to navigate effectively, potentially exacerbating existing digital divides. User-friendly interfaces that allow students to focus on content rather than struggling with the technology itself are a better choice. If possible, facilities should prioritise high-quality, free or low-cost options to avoid creating financial barriers to participation. By carefully considering these factors, educators can choose digital tools that not only meet their instructional needs but also promote equitable inclusivity in the digital learning environment. Managing student use and avoiding distractions Managing the use of digital tools is an important aspect of effective digital learning. Students often struggle with maintaining focus, so it’s essential for educators to implement strategies that promote responsible device usage. Start by establishing clear guidelines for when and how devices should be used in the classroom – one way to achieve this is to implement a system of visual cues or signals that indicate when devices should be active, face-down, or put away entirely. Implementing screen time limits and scheduled breaks is another effective strategy. Extended periods of screen time can lead to fatigue and reduced productivity, so incorporate regular breaks where students can rest their eyes and engage in non-digital activities. Additionally, consider using monitoring software or productivity tools that allow you to oversee student activity on devices. While it’s important to balance monitoring with trust and privacy concerns, these tools can be valuable in ensuring students stay on task and use technology appropriately. Teaching digital citizenship and responsible online behaviour is fundamental to managing student use of technology. Incorporate lessons on internet safety, ethical online conduct, the responsible use of AI, and critical evaluation of digital content into your curriculum, to help students understand the potential consequences of their digital actions and the importance of maintaining a positive digital footprint. Embracing flexibility and progress in digital learning The journey toward effective digital learning is ongoing, and it’s important for educators to remain flexible and open to new ideas and technologies as they appear. As you implement these strategies, remember that what works best will vary depending on your specific context, your students’ needs, and their learning objectives, so it’s critical to be prepared to iterate and refine your approach based on feedback and observed outcomes. Remember, the goal is not perfection, but progress. Each step taken towards more effective digital learning is a step towards better preparing our students for their future. The ultimate aim, as always, is to provide the best possible education for your students in our rapidly evolving digital world.
LiteracyPlanet Introduces Free Back-to-School Resources for UK Teachers on Pinterest
As the new school year beckons, LiteracyPlanet, a fun curriculum-aligned digital literacy tool, has unveiled a treasure trove of back-to-school resources specially designed for UK educators. These invaluable resources are now available for free download via the LiteracyPlanet Pinterest page. With teachers gearing up to return to their classrooms, the pressure to innovate and engage students looms larger than ever. In an era marked by constrained budgets and limited teaching time, LiteracyPlanet recognised the need to provide educators with a suite of much-needed literacy resources. Throughout the summer break, the platform diligently crafted an array of dynamic and engaging resources that promise to invigorate the learning experience. Tom Richardson, CEO of LiteracyPlanet, expressed his vision for these resources, stating: “Our focus is not only on aiding teachers burdened by time constraints, but also on delivering a curriculum-aligned program that imparts essential skills to children. “From writing and spelling to reading and comprehension, we weave in characters and themes that resonate with children, ensuring a fun learning journey.” “At LiteracyPlanet, we deeply understand and want to wholeheartedly support teachers, who often dip into their own pockets to fund the purchase of resources for their classrooms. Our mission is to stand by educators in every way possible, alleviating their burdens and furnishing them with tools that breathe life into their lesson plans while nurturing students’ literacy skills. “We recognise the dedication of teachers and strive to provide them with high-quality resources that not only enhance learning outcomes but also acknowledge their invaluable contributions to shaping young minds.” Conveniently accessible through the LiteracyPlanet Pinterest page, these resources comprise a diverse selection of captivating worksheets, poised to engage students and lay the foundation for a successful academic year ahead. From now until the end of term one, teachers can tap into this initial wave of resources, spanning themes such as football, animals, transport, pirates, and the festive season. The introduction of special characters adds an extra layer of excitement to the offerings. The toolkit encompasses a variety of enriching materials: • Interactive games and quizzes • Sound bingo – A captivating auditory learning experience • Visual cues for word acquisition • Classroom decorations – Enhancing the learning environment • Word builders – Enhancing spelling prowess • Word searches, crosswords, and scrambles – Nurturing vocabulary • Creative colouring activities • Article workbooks – Fostering reading, vocabulary, and comprehension skills • Motivational literacy posters – Energising back-to-school spirits • Word building exercises – Bolstering spelling proficiency Developed by pedagogical experts, these resources have been tailored to align seamlessly with the skill development crucial for students. Beyond mere utility, the incorporation of thematic elements ensures active student engagement and task completion. LiteracyPlanet will be creating a continuous influx of free resources throughout the school year. To access these fun and engaging tools, visit and follow the Pinterest page: https://www.pinterest.com.au/literacyplanet/
GCSEPod offers pupils access to over 500 hours of free content during NEU strikes
One of the UK’s leading education software providers, GCSEPod, will offer 525 hours of free content to students on 1 February, and all future strike days, to support teachers and help ensure learning is uninterrupted while members of the NEU union go on strike. The content being made available has been hand-picked to align with the knowledge and confidence gaps highlighted in a recent survey of 80,000 GCSE students answering over 1 million assessment questions. To view all the content available visit: https://www.theaccessgroup.com/en-gb/education/resources/free-curriculum-content/ Described as the ‘Netflix’ of education, GCSEPod is used by 1,659 schools across the UK, both in the classroom and to assist with at-home learning and revision. The free content will be available to all schools and learners, regardless of whether they currently use GCSEPod. With many schools expected to close to the majority of students on the planned strike days, GCSEPod hopes to minimise the pressure on teachers and ensure that learning can continue. Original, English Language, GCSE style exam papers will also be made available to English and Welsh exam boards. These can be easily downloaded and printed off for pupils without access to technology on strike days. Emma Slater, Head of Education at GCSEPod, said: “We appreciate that the decision to strike is by no means an easy one for teachers and understand that the last thing they want to see is pupils falling behind at a crucial point in the academic year. By offering free access to content that aligns with the knowledge and confidence gaps including video content from across the core and options subjects, we believe that pupils and teachers at all schools taking advantage of the offer will benefit. “Studying Shakespeare, revising the topic of energy, stretching yourself with statistics or geographical skills. With over 100 videos being made available online across all areas of the curriculum teachers and SLT can rest assured that we have their learners covered over the coming month.” Rosie Tucker, a science teacher based in Devon, said: “The situation for teachers is becoming almost untenable and forcing many, like myself, to consider leaving the profession altogether. While we’ve had a small pay rise, this hasn’t come from extra government funding, it’s come from the schools themselves – things urgently need to change. “While we are not required to set work on the days of the strikes, many of us will be working extra hours over the next few days to ensure that pupils have work to complete and that learning can continue from home. By offering GCSEPod to students we are confident that pupils will access engaging and useful content that they are familiar with. At the end of the day, no one wants to see pupils losing out.” Covering 30 GCSE/ IGCSE subjects, users of the GCSEPod learning and revision tools are proven to achieve one grade higher, on average, than non-users. The GCSEPod content and assessments are accessible both in the classroom and at home, providing learners more flexibility and freedom when it comes to managing their progress and revision. To find out more visit: GCSEPod curriculum content and assessment
Edmentum: at the forefront of the edtech revolution
Editor Victoria Galligan spoke to Gareth Bradwick, project manager at Edmentum International, about how the global edtech company is reducing workload for teachers thanks to its simplified assessment of personalised online learning… Edmentum is the global learning resource which offers platforms for learners from nursery age up to secondary and beyond – you may be familiar with their products such as Reading Eggs, Study Island or Education City. The US-owned company has adapted its software to the UK curriculum and Gareth told me: “There have been a lot of changes in education over the past five years or so – the new curriculum in 2014 was an opportunity for Edmentum to fit its UK products around the learning which was required.” Education City is a popular primary resource which covers maths, science, English and e-safety. Around 5,000 schools in the UK are subscribed, allowing teachers to use the cartoon-style question and answer snippets in lessons, to set work in class for children and also to encourage them to log on at home and complete homework. Reading Eggs focuses on phonics in the foundation stages and, like Education City, is built around games where children select the right letter or word options to complete a task. The emphasis is on the fun and Gareth said: “The games are user-friendly and can be played in any format – on a PC, iPads or laptops. There’s an app which is simple to log onto and the interface and illustrations are friendly so students don’t feel like they’re learning when using the games.” As with all Edmentum products, the emphasis is on personalised learning. Teachers can use differentiated games to ensure all children can access the lesson and to extend learning to push higher ability pupils. The assessment tools are both formative and summative, and the thousands of questions which pupils answer are recorded under their own user name for future reference. This allows the teacher to quickly spot gaps in learning and identify patterns across a whole class or work further with individual students on their weaker areas. Teachers can also set their own questions to fit particular areas of a topic and the existing content across all platforms is continually updated to ensure the games never get repetitive. For older students, the company has already conquered the US market where schools place most schoolwork online and pupils work through modules to work towards a US diploma. This approach, Chris tells me, is making its way towards the UK and is something Edmentum is working on as the digital transformation of education continues. The future is exciting and if such learning platforms engage students, make life easier for teachers and help improve attainment then we can’t wait to see what the edtech sector comes up with next… EDMENTUM CASE STUDY: Ulaanbaatar Elite International School, Mongolia Established in 2005, the school has approximately 500 students, of which 397 are international. The school has been using EducationCity for two years. Mustafa Soydemir, Primary Principal, said: “For teachers, lesson planning right through to marking and assessment are visible in this website. Teachers simply search for the right content related to the topic recently discussed and they will be given options based on the level of the students. “Teachers are also able to differentiate work for individual students, groups or classes, which exactly meets the needs of those specific students. “Teachers can make revisions or add further content later on. If parents and students have any questions, they can easily help them. In other words, it’s very flexible and useful for the teachers. “Students find the website enjoyable and challenging. They always look forward to the classwork and homework given to them. The school allocates an hour every week for EducationCity and the students look forward to that hour. They enjoy the graphics, the design, the sounds and the way the site is user-friendly for everyone. “For the parents, EducationCity’s been a very useful tool to make connections with their children. Parents help them, especially the younger ones, to find their homework. Furthermore, parents who need help with their own English learn with their kids; they enjoy the activities and find them challenging themselves.”
Building a bridge between schools and robotics
Edward Teng from DFRobot spoke to QA Education editor Victoria Galligan about how the Chinese company is plugging the gap between high-end technology and children who are eager to learn more about robotics… If you haven’t heard of DFRobot, it’s a Chinese company which creates affordable, easy-to-use hardware which can be used alongside micro:bit to create robotics projects in school. Starting out in 2008 as a robotic hardware manufacturer, the company has grown – it’s now a world-leader in robotics and open-source hardware. DFRobot created a real community for learners and educators following its launch of education resources in 2013. Back then, the words “coding” and “robotics” were enough to put most teachers into a spin, with the exception of the most tech-savvy educators – but Edward is keen to note that this is no longer the case. “Teachers have grown their awareness of AI,” he tells me from the Bett edtech show in London. “Even from last year we’ve noticed a difference. Many teachers were not aware of our kind of technology at the 2019 show. This year, it’s been quite different – it’s amazing the difference a single year has made.” The increased awareness is down, no doubt, to a change in the 2014 computing curriculum where from KS2, children are expected to be taught the skill of “controlling or simulating physical systems”. After several years of upskilling ICT coordinators and investing in a variety of technology, it seems the dust has settled and more and more teachers – especially those in primary and across DT in secondary – have truly taken on board the language of coding and many have become proficient in the skills of teaching not just computing, but robotics. “How schools apply the curriculum is different,” says Edward. “For example, in China our Boson kit is being used by pupils of Y6 age. In the Asian market in general, children are using robotics earlier and both teachers and pupils are more familiar with AI and the Internet of Things from a younger age. It makes a big difference.” The Boson starter kit that Edward refers to consists of micro:bit equipment, which is described on the DFRobot website as a “pocket-sized microcontroller designed for kids and beginners to learn coding and electronics, letting them easily bring ideas into DIY digital games, interactive projects and robotics”. The kit has been awarded Five Stars in the 2018 Teach Primary Resource Awards. At £53 it’s an affordable option for schools looking to build up their stock of robotics equipment and the add-ons range from flashing heart-shapes pulse monitors to pH sensors and air quality monitors. Which is what let to the DFRobot “smart garden” at the 2020 Bett show. Edward says the high-tech garden measures everything you need to keep a plant healthy, such as light, temperature and humidity. Users can interact with the platform and, for example, click to engage the watering system. He adds: “The smart garden is a demonstration product designed for Bett. We wanted to show how critical thinking develops from AI and get children considering the opportunities the technology can bring – now you can measure the health of your plants in the backyard by sitting in your living room.” It’s this kind of thought-provoking work which Edward says is the key to improving technology skills in the UK. He adds: “Children have a big imagination and they love showing other people their creativity. We build a bridge between schools and robotics. DFRobot supplies to 8,000 schools around the world, including 2,000 across China.” To some extent, teachers need to teach technology to themselves and the Boson kits make this easier. They attach to Lego, cardboard, wood – whatever children need to be creative and achieve their robotic goals. Edward added: “With micro:bit, children learn to work in algorithms and work with logic, They gradually learn coding languages, such as Python, as they create their robotic inventions. They can experience how technology is evolving to become more intelligent. With smart technology in the home they are already experiencing the Internet of Things.” As technology evolves at such a rapid pace, so too does the skills set of our pupils. The future is exciting – the future is robotic! DFROBOT CASE STUDY We need a new approach to STEM if we want to address the skills deficit By Jennifer Morgan I am a teacher, a feminist, and a STEM coordinator – and if I may be a little bold, together, these qualities form a potent mix. I am an educator who is not only passionate about how STEM is integrated into our schools, but who is also driven to instil in young girls that they possess the agency to determine their own career, particularly through the discovery of male-dominated subjects. That said, while I would certainly like to see more young women participating in these subjects, the importance of effectively teaching STEM goes beyond the gender imbalance. During my schooling, I had to take home economics and woodwork. Imbued with gender, absolutely; however, the justification was clear: school was building the necessary skills to support us in the future. Today, though, the skills of the future emerge from studying science, technology, engineering, and maths – STEM is the new home-ec and woodwork. Despite my crusade to improve STEM learning, I, like many of my colleagues, am faced with routine challenges. How do we encourage greater enthusiasm for these subjects? How do we bridge the gap between theory and practical skills? How do I turn ideas into action? Whipping up enthusiasm in the classroom isn’t a foreign concept, but my experience has taught me that this can be more challenging in subjects like computer science and coding. This generation of students has grown up in the tech age, yet there is little understanding of how A leads to B – they are only familiar with the final output of products. Faced with blank stares when I embark on the curriculum with
Continuity and consistency; answering the core challenge of blended learning
The future success of eductation lies within the ability to adapt to ever-changing situations such as the global Covid-19 pandemic. Here Al Kingsley, MD at NetSupport, school governor for 15 years and Multi-Academy Trust Chair, discusses using edtech to ensure blended learning is consistent… It is fair to say that in the run up to lockdown even the most digitally savvy schools weren’t fully prepped for the challenges it presented. As many schools had never incorporated edtech consistently into the classroom environment, let alone used it to support remote learning, the change in format proved a challenge for students (and many teachers too). Lessons have been learned, and schools know that they will be required to plan for blended in-class and remote schooling for months (if not years) to come. Those schools that already had digital strategies in place must now flex those strategies and reset their priorities to support much greater blended approaches. For those that were caught by Covid-19 without any digital strategy in place, it has been an even steeper learning curve. Schools across the board must reassess their digital strategies; whether starting from scratch or adapting their vision. That’s why, alongside ICT evangelist, Mark Anderson we have released a new version of the popular ‘Guide to Creating a Digital Strategy in Education’ to provide updated guidance taking account of the new landscape schools now have to navigate. Ongoing upheaval and inconsistency In speaking with school leaders, it has been clear that a major obstacle faced by schoolteachers and students during lockdown was that of inconsistency. Just a few weeks into the new term schools across Britain have been subject to closures and classes directed to self-isolate in response to coronavirus, with teaching again moving out of the classroom to remote models. This inconsistency and upheaval is a huge challenge to overcome. With the need to switch easily between class and home, schools must seek to implement EdTech that delivers that vital sense of consistency and continuity across all classroom environments, be it virtual or real. Continuity and consistency must now be a core pillar of schools’ digital strategies, not just to answer immediate needs but to ensure robust, strategic focus for the future. By adopting class management technologies that are as relevant and useful in the classroom as they are in the home-learning environment, schools can achieve seamless integration in between the two. As the National Foundation for Educational Research recently recommended, in preparing their remote learning plans, schools should give consideration to: “…making sure that the school has an effective platform for sharing work with pupils and receiving submitted work, such as a virtual learning environment (VLE); making provision for online lessons, and for interactions between pupils and teachers and between pupils and other pupils; providing activities that involve consolidating learning; using strategies that focus on helping pupils to become independent learners.” In answering the ongoing need for blended learning, school leaders must now assess how to create virtual learning environments that provide consistency and continuity, but that also ensure effective support for teaching and engagement for learners. Cloud-powered, blended learning makes it possible for teachers to create a virtual classroom that can function efficiently no matter where you and your students are located. Of course, in order for this to be a smooth experience, you’ll need the right kind of platform, featuring a variety of tools that assist in behaviour management, feedback and communication, making online learning as engaging as the ideal in-class environment. Functionality aside, a solution is only successful if its easy to use and staff have confidence working with it. Four must-have features for blended learning platforms 1. Screen locks and monitoring All teachers know how difficult it can be to get your students’ attention. When you’ve got a class of 25-30 students, it’s essential to be able to get everyone engaged to get every lesson off to a good start. Being able to lock your students’ screens minimises disruptions and enables teachers to get everyone’s attention quickly and efficiently. If you need to explain a concept, set learning goals or simply convey important information, having the ability to lock screens in an instant is invaluable. Similarly, by selecting edtech platforms that allow easy monitoring, you’ll find it easier than ever to ensure your students remain on task throughout lessons. With real-time monitoring tools, you can check what a student is doing, watching or listening to at any time. This gives teachers the tools and authority they need to keep pupils on track and manage their lessons with ease. 2. Multi-Platform Functionality When you’re choosing which virtual classroom solution to use, be sure to consider the wide range of platforms that students will be using. If pupils are learning from home, for example, they might be trying to access the platform on desktops, laptops, tablets or even phones. With so many manufacturers and operating systems, it’s vital that your edtech functions optimally across a wide range of platforms. 3. Student Interaction Interaction is at the heart of learning, so it should be a top priority when it comes to classroom and remote learning edtech tools. Without effective interaction functionality, lessons delivered by edtech become a passive experience for students. When your platform facilitates interaction, however, students can play an active role in the learning experience and gain more from your lessons. Help requests enable students to resolve queries, for example, while group chats ensure that students can work collaboratively, even if they’re physically distanced. Additionally, student surveys and feedback forms give you the opportunity to determine which areas students may be struggling with and what virtual learning techniques they’re gaining the most from. 4. Increased Permissions No matter the age of your students, it’s essential to have control over their internet usage on school time. Being able to set permissions ensures that you can restrict the websites and applications that are available to your students via the school network. As well as shielding pupils from inappropriate content, this feature helps to keep
How to get a free handwriting app from Kaligo
Schools across the globe will be closed for the foreseeable future, as COVID-19 takes its toll across the world. It’s a well-known phenomenon for school leaders that there is a fall back in progress that can occur when children are away from school for long periods of time. So, what can parents do now to help ensure their child doesn’t fall too far behind in these extraordinary long absences from school? After listening to the concerns of teachers and senior leaders, Kaligo, the company behind the intuitive handwriting app wanted to help minimise learning loss. “It’s a worrying time and particularly for children in the younger years for whom learning is at an important stage. We wanted to see how we could help support pupils, parents and teachers throughout this time and help to keep the children learning at home,” Said Faisal Hamid, Director at Kaligo. Kaligo have decided to provide the practice version of their intuitive handwriting app for free to all schools closed for a period of one month, to help support schools, teachers, pupils and parents with handwriting whilst they are away from the classroom. Talking about the generous initiative, Philippa Wraithmell, Head of Digital Learning at Cranleigh Abu Dhabi said: “The next few days and weeks will be difficult for those who are not used to home learning, which is most of us. Kaligo can give the confidence as a parent that they are supporting their child’s development in a positive and meaningful way which will enhance all their work.” Philippa added: “Handwriting is a core skill to every Child’s development and as a school we also have an expectation for children to be able to write as part of the broader curriculum. Over holidays and times where we are not practicing these skills children’s progress can slow or halt. “Kaligo can allow the home-school support which is needed to ensure that children are still able to practice their writing skills. Kaligo also sets writing tasks which are suited to the child’s age and ability, then supports them with direct reflection on the letter formations which they need to practice. It’s a brilliant thing for the company to do and will really help provide continuation of learning at home and help to minimise learning loss.” Kaligo is a handwriting app which combines years of neuroscientific research with the latest AI technology. Children use a stylus and tablet to trace letters through colourful and intuitive screens, which most children are already familiar with. This makes the task of handwriting more exciting, Kaligo then stores the data so parents can easily monitor their child’s progress. “It’s great that we can help the education community during these difficult times. We hope they enjoy using Kaligo and come back to school ready to share their wonderful handwriting skills. Initially it’s free for a month, but if that needs to be extended in line with school closures we will review it.” added Faisal To download the practice version of Kaligo for free on iPad or Android visit kaligo-apps.com
Schools must make sure edtech passes the test on new online harms regulations
John Ingram, CEO of Pamoja Education, explores the rising use of edtech and how the new Online Harms White Paper will affect the use of existing platforms. Today, the dangers of being online and using edtech are manifold, especially for young people. There is online bullying, hate speech, child grooming, extremist or terrorist political radicalisation (such as in the widely publicised case of ISIS brides), and even “suggested” posts on social media that influence children to self-harm or take their own lives. While internet providers and social media companies have taken some steps to protect users, the overall response to online harms has been intermittent and unsatisfactory. Inevitably, governments are now waking up to the scale of the dangers, and earlier this year the UK government was one of the first to unveil a proposal that aims to tackle them through its Online Harms White Paper. With the Queen’s Speech in October confirming that legislation is currently being drafted, the Online Harms White Paper will create a new regulator with wide-ranging powers that will define how social media and tech companies must manage content on their platforms. Importantly, it introduces the legal concept that companies have a “duty of care” to their online users – those that do not adequately moderate content may face substantial fines, penalties or even be blocked from the UK. With any company hosting user-generated content – from group forums upwards – likely to fall under the new legislation, this would include many current and future edtech companies that will find their products being used in the UK’s schools. Given that edtech products are usually aimed at young people, edtech companies have a particular responsibility to think about possible harms – in fact, safeguarding is as important in edtech as it is in any school. Digital platforms and products are also increasingly social in nature, connecting learners with teachers and each other – so they can pose risks similar to any social network. Figures from around the world also illustrate that the number of young people using social edtech is huge and growing. In India, the number of Edtech users is anticipated to jump 600% between 2016 and 2021; global edtech social media networks Edmodo and Brainly have now grown to 87m and 150m active users respectively; educational app Kahoot!, which is also used globally and allows user-generated content, has been used by 830m people (with 50m active users per month). The question naturally arises of how edtech companies will moderate content to satisfy the regulations. While such interventions must be practical, we believe that responsible edtech businesses should build the appropriate duty of care into their operations from the beginning – and if their business models do not allow for such safeguards, then the models need to be revised. With so many new edtech startups coming onto the scene each year – often with founders who come from technology rather than education backgrounds – companies need to be careful to ensure safeguarding and content monitoring are key concerns. After all, reputation and trust are everything when it comes to schools choosing edtech. This is why edtech companies must also ensure from the beginning that they keep user data private, don’t use it for commercial purposes, and take the necessary measures to protect their platforms from any intrusion. US edtech platform inBloom – which had to shut down over a data privacy backlash from parents and school districts – serves as a cautionary tale. There are other important questions raised by the UK government’s proposal that edtech companies need to consider and be wary of. It is in the nature of the Internet to extend across political borders, so will edtech platforms hosted in Ireland or the Netherlands be covered by the regulations as long as they have UK users? If not, won’t companies just register or host elsewhere? A regulator that ensures companies’ compliance with future-proofed standards may make the UK an attractive place to start or invest in a digital business – but equally, we should be cautious about how regulation might affect innovation. And what safeguards will prevent the regulator, once created, having its scope and remit widened in the future – and exerting more control over the industry than promised? Nonetheless, we should remember that while an online regulator could be a welcome development, it shouldn’t reduce edtech companies to passive compliance. A truly safe online world will only come when companies proactively build these concerns into their business – and think about their users with as much care as they do their venture funding or IPOs. Schools should make sure the edtech they use in the future ticks all these boxes.
Edtech provider CoSector partners with Janison
CoSector – University of London, the provider of choice for products and services that enhance and enrich digital learning, has announced a partnership with Janison, a provider of learning and online assessment platforms, in order to bring efficient digital assessment to the UK higher and further education sectors. The partnership means that customers of CoSector – University of London will be able to purchase digital assessment software directly through Janison. It will then be implemented by CoSector, which will also provide ongoing customer support for the assessment platform. The Janison digital assessment platform allows education organisations to create the assessment, and deliver it in a locked-down, controlled environment, as well as closely manage the marking process. It also offers an analytics tool that, once results are in, can help staff identify how to improve student performance through reviewing the data. The benefits of an online assessment solution include improved efficiency, with intuitive platform that allows educators to quickly and easily design authentic assessments that include engaging multimedia, and tailor them to students with specific accessibility needs. Security-wise, for students, it means that their tests are now completely traceable through a digital footprint once submitted, meaning less room for human error and mistakes in the delivery of their results. Tests can also be sent to examiners to review faster, which means that results arrive sooner. James Silcock, Commercial Director at CoSector – University of London says, “Partnering with Janison will allow us to offer a smarter and much-needed solution to the outdated assessment practices currently used by organisations in the higher and further education sectors “Digital assessment addresses the current challenges of paper-based assessment, being the unengaging media format, the environmental issues around use of materials to create and deliver the assessment, not to mention ongoing security issues and long processes for papers to be marked.” Wayne Houlden, Founder of Janison, says: “This partnership with CoSector will allow Janison to tap into CoSector’s deep industry experience in helping education institutions around the UK and Europe to digitally transform the delivery of education services and enhance the student experience.” Growing ICT provision is not about making it ‘good enough’ Q&A on future-proofing ICT provision in education settings Antony Mellor, Head of HE at Stone Group and Mark Newton, Managing Director at CoSector – University of London, discuss how future-proofing your organisation as far as is economically viable, is the key to growing your ICT provision and improving the learner journey. Which new trends can education’s ICT departments expect to see within the next five years? AM: The rise of 5G Networks will drive an improvement in application performance and lead to the creation of new applications that will benefit from the significantly higher speed, latency, and capacity that 5G brings. For the higher education sector, this will mean a capability to deliver a faster, better user experience, and to further encompass the Internet of Things (IoT), leading to more and more connected devices. MN: Cloud is the most pertinent trend, and it’s emerging as the most cost-effective way to manage infrastructure within higher education. It allows a setting to eliminate that cost of running a data centre on premise and it can be managed by a cloud provider, reducing time and money spent being managed in-house. AM: Within the next couple of years, the clamour for IoT will lead to an adaptation of teaching style, as students begin to rely more and more upon connected devices such as tablets, smartwatches, and AI assistants. One result of this will be an increase in data, and in turn, the need for more scalable storage, which lends itself to more utilisation of cloud-based storage solutions. What about compatibility with student devices? Will BYOD be widely adopted by education? AM: BYOD has been a buzz-acronym for quite some time, and in the ideal world it is a way in which the setting can save on device cost, as students or staff are likely to own a laptop or tablet, which they would prefer to work on, are more comfortable with, and they have the ability to use that device in a variety of environments. The pitfalls here, however, can quickly outweigh any benefit; what happens if the students forget their device? What if the device fails? What about application incompatibility? Giving everyone access to really good WiFi, for example, is great, but the underlying need is that those that need a device, always have one available. MN: I agree, and I don’t think certain trends that claim to be cost-saving solutions, such as BYOD, always reap the benefits they promise. Having an infrastructure that is compatible with a whole range of devices may well cost you more in order to make sure your systems can do that. It’s undeniable though that this is an expectation for students now – they come with their own devices. AM: A laptop loan programme can remedy this issue. It helps to save on cost, and ensures that those who don’t have access to a device, are able to get their hands upon one. This simple solution has already been implemented in lots of universities, the student can access a locker using their ID Card, and loan a laptop for a period of time. To keep the cost down even further, these devices could be Chromebooks – inexpensive, secure, and they are extremely mobile devices. MN: Personally, I think it should be more of a question of what they want to use to access education systems. It’s not a cost-saving practice, but it’s what universities should be doing to improve overall student experience. What role can a scalable ICT framework play in cutting down budgets and how easy is it to adopt? MN: You want to be able to flex up and down, and one of the ways to do that is to use a pay as you use supplier. If you use more capacity you can scale up for it, but you can scale down at quieter times when you don’t need it.