Future Trends in Education: Preparing for Tomorrow’s Classroom
Education is on the brink of a significant transformation, driven by rapid technological advancements and changing societal needs. The future classroom will be vastly different from the traditional setup that many of us are familiar with. As educators, students, and policymakers adapt to these changes, it’s essential to explore the trends that will shape the learning environments of tomorrow. Understanding these trends will not only help in preparing students for future challenges but also ensure that they are equipped with the necessary skills to thrive in an increasingly complex world. Embracing Technology in the Classroom One of the most profound shifts in education is the integration of technology within the classroom. The advent of digital learning tools and platforms has revolutionised the way students engage with their studies. In fact, a staggering 80% of students have reported that digital learning technology has directly improved their grades. This significant percentage underscores the pivotal role technology plays in enhancing educational outcomes. Moreover, the financial aspect of educational technology is equally compelling. The global educational technology market is projected to grow to an impressive $377.85 billion by 2028. This growth reflects a broad acceptance and adoption of technology in educational institutions worldwide, from primary schools to universities. Educators are harnessing the power of interactive software, virtual reality (VR), and augmented reality (AR) to create immersive learning experiences. These tools not only make learning more engaging but also cater to different learning styles, ensuring that all students can benefit from the educational material. For instance, VR can take students on virtual field trips to historical sites, while AR can bring complex scientific concepts to life in the classroom. The Rise of Personalised Learning Personalised learning is another trend that is reshaping education. This approach tailors educational experiences to meet the individual needs, strengths, and interests of each student. By leveraging data and analytics, educators can provide customised learning pathways that ensure every student reaches their full potential. In this context, resources like IGCSE past papers and IGCSE revision notes become invaluable. They offer students the ability to practice and review material at their own pace, ensuring they fully grasp the content before moving on. Moreover, IGCSE resources provide a wealth of information that can be tailored to fit the specific needs of each student, making personalised learning more accessible and effective. The importance of using a variety of IGCSE exam questions and IGCSE papers cannot be overstated. These tools allow students to familiarise themselves with the format and style of the exams, reducing anxiety and improving performance. Personalised learning also extends beyond academics, fostering a holistic development that includes critical thinking, problem-solving, and interpersonal skills. Importance of STEM Education Science, Technology, Engineering, and Mathematics (STEM) education is critical in preparing students for the future workforce. As the demand for STEM professionals continues to grow, it is essential that students are equipped with the necessary skills and knowledge to excel in these fields. STEM education promotes problem-solving, critical thinking, and creativity, all of which are essential for success in today’s rapidly changing world. Programs that integrate STEM learning from an early age are becoming increasingly popular. These initiatives often include hands-on projects, coding classes, and robotics competitions, which make learning both fun and practical. By engaging students in STEM activities, educators can ignite a passion for these subjects and inspire the next generation of innovators and leaders. Remote Learning: A New Norm The COVID-19 pandemic has drastically altered the educational landscape, with remote learning becoming a new norm for many students and educators. Before the pandemic, 23% of school systems had plans to adopt supplemental online courses. This number has since risen to 28%, highlighting a shift towards integrating online learning as a permanent fixture in education. Remote learning offers several advantages, including flexibility and accessibility. As noted by educations.com “Online education enables the teacher and the student to set their own learning pace, and there’s the added flexibility of setting a schedule that fits everyone’s agenda.” This flexibility is particularly beneficial for students with varying learning needs and those who require a more adaptable schedule due to extracurricular commitments or personal circumstances. Despite its benefits, remote learning also presents challenges, such as ensuring equitable access to technology and maintaining student engagement. Addressing these issues is crucial for the successful implementation of remote learning on a broader scale. Integrating AI in Education Artificial Intelligence (AI) is making significant strides in various sectors, and education is no exception. AI has the potential to transform teaching and learning by providing personalised educational experiences, automating administrative tasks, and offering real-time feedback. Dan Schwartz, dean of Stanford Graduate School of Education, aptly puts it, “Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching.” AI-driven tools can analyse student performance data to identify areas where they may need additional support, thereby allowing teachers to tailor their instruction more effectively. AI can also help in creating intelligent tutoring systems that provide students with immediate feedback and personalised recommendations. These systems can adapt to each student’s learning style and pace, ensuring a more individualised learning experience. Furthermore, AI can assist in administrative tasks such as grading and scheduling, allowing teachers to focus more on instruction and student interaction. Preparing Students for Future Careers As the job market evolves, it is essential to prepare students for the careers of the future. This involves not only providing them with the technical skills required for specific jobs but also fostering soft skills such as communication, collaboration, and adaptability. These skills are increasingly important in a world where many traditional jobs are being automated or transformed by technology. Career education programs that offer real-world experiences, such as internships and apprenticeships, are invaluable in helping students understand the demands of the workplace. These programs provide students with practical skills and insights that are directly applicable to their future careers. Moreover, global collaboration and exchange programs can broaden students’ perspectives
Gogglebox star Baasit Siddiqui celebrates Nottingham school’s Apple award
Former teacher and Gogglebox star Baasit Siddiqui has seen the importance digital learning plays in children’s education following a visit to the forward-thinking Parkdale Primary School which has been recognised by Apple for its commitment to “continuous innovation using technology”. Mr Siddiqui, who previously worked as an IT teacher, visited the school to see first-hand the innovative technology championed by the Parkdale community, which has led to its status as an ‘Apple Distinguished School’. The school, part of the Transform Trust family, has been recognised by Apple as “one of the most innovative schools in the world” for its commitment to continuous innovation in education through its digital practice and whole-school integration of products, such as iPads, to create exemplary learning for its pupils at school and at home. Mr Siddiqui said: “It is super exciting to see digital technology being used in such an innovative way, but it is not a flash in the pan. There is a lot of thought and effort going into it and at the heart of it is ‘how does this benefit the children and the teaching team?” “It is encouraging to see so much effort has gone into this, not just from the school, but from the wider trust as well, giving teachers that autonomy to experiment with technology, see what works, celebrate successes, and this ultimately benefits the children. “The children take pride in championing the cool stuff they are doing using digital technology and that makes them well-rounded, confident young people and the fact that Parkdale provides that environment is lovely to see.” Apple Distinguished Schools are recognised as centres of leadership and educational excellence, with a clear vision for how technology-rich environments support learning goals. As an Apple Distinguished School, Parkdale invited educators across the country to visit and experience the benefits of digital learning and how technology allows pupils to let their creativity flow using platforms, such as Chatterpix and Sketchers School, designed to educate and inspire. This ties in perfectly with Transform Trust’s vision to raise aspirations and provide equitable life chances for every child, while its values (Respect, Kindness, Equity and Creativity)- underpin every aspect of school life, inside and outside of the classroom. Visitors heard informative talks from Jenny Hinton, Parkdale’s digital lead, and Abdul Chohan, vice president of Showbie, an innovative app helping teachers create and manage assignments, give feedback, and communicate with pupils in one place. Mr Chohan said: “Transform Trust has been working with the Showbie team to embed research-based practices with assessment and feedback as a day-to-day practice. This is enabling the Trust to ensure that every child has equitable access to learning. “Showbie works with schools, Multi Academy Trusts in the UK and with schools globally to embed a digital strategy that empowers teachers to provide the best possible learning experience for their students. “I have seen the amazing and engaging work the children at Parkdale have been able to experience through their digital learning. “We are moving from translation to transformation. Teachers explain their concepts to their children, and we want children to become independent learners. We are moving the scaffolding, providing support initially but then we want the children to speak, explain, talk and show how they’ve understood something. They can use this on different platforms such Showbie and Chatterpix. It is essentially children demonstrating they have understood something.” Apple Authorised Education Specialist and Apple Services Provider, Jigsaw24 has worked alongside Parkdale and Terri Stockton (Education Business Manager at Jigsaw24) was integral to the smooth running of the day. Terri said: “As Apple Professional Learning Specialists, Jigsaw24 is really proud to be working with Parkdale and this amazing trust. “Jenny’s relentless passion and hard work to empower the school is inspiring to see and we’re proud to be behind this, supporting the great work at school and trust level. “We have seen first-hand their continual progress and how confident the children are with this digital empowerment.” Peter Hillier, Parkdale head teacher, said: “We are delighted to be recognised as an Apple Distinguished School for 2023-26. Our digital progression has been a long-term objective for us since we first rolled out one-to-one iPads for our pupils at the start of the Covid-19 pandemic. “Following this, our staff and children have been on a continual journey of discovery; supporting, enhancing, and extending their teaching and learning through technology. Our children are fully engaged in these learning opportunities and have really embraced the way that technology enables them to interact with, and understand, the wider world in a meaningful, impactful way. “Our children engage with the technology with real enthusiasm, learning very sophisticated digital skills, and making good choices on how to use the technology to support their learning.” Transform Trust CEO Rebecca Meredith commented: “We are so proud of the way our staff and children have embraced technology to support their creative curriculum and extracurricular activities inside and outside of the classroom. “Our digital trust lead and executive head teacher Phil Herd has been instrumental and innovative in building our knowledge across the trust. Pete, Jenny and the team at Parkdale have literally sparked magic at this school and you can see it in the children’s faces as they proudly share their digital know-how with their peers, teachers and visitors. “We are delighted that they have all been recognised for their innovation and digital excellence. Digital progression is a trust-wide focus for us, and we are equally delighted to see how far all of our schools have come on their journeys of discovery.” This accolade coincides with Transform Trust’s acceptance to become an Apple Regional Training Centre for 2023. This further highlights the Trust’s commitment to facilitating training for all staff to develop skills and build confidence to improve the way they use technology effectively at school and online. Read more QA Education News
Improving the learning experience through AV & IT
Karl Deady, Executive Director at Cinos talks about the role of AV & IT across the higher education space and the steps that organisations can put in place to positively impact the learning experience for students. As the student user experience becomes more important than ever, so does the role of audio-visual (AV) technology. The coronavirus pandemic has led to the closure of many university campuses, and while the easing of restrictions has allowed them to reopen, AV and IT solutions hold a vital role in ensuring students and staff remain safe on campus in the months to come. Creating the ideal learning space Like many working environments, it’s often the small changes that go a long way to improving the overall experience. When it comes to learning, the key to success is ensuring spaces inspire and create an engaging experience. In order for students to be fully absorbed, they need to be able to see the content and hear the educator loud and clear. Universities and education institutions can ensure this by implementing high quality display technology and professional grade audio products. If students can’t view the content properly or hear the educator, there’s a risk they’ll lose interest and engagement levels will drop. When it comes to teaching, educators can engage with students in many ways whether that’s a live lecture, streamed or even on-demand. It is important to offer multiple ways for students to consume course content and offering choice will only enhance the learning experience. Whatever the choice, the systems must be easy to use for both educators and students. There’s nothing worse than a system that’s complicated and frustrating to navigate. Using feature-rich collaboration workspaces such as Microsoft Teams gives the ability to interact with students through chat, voice and video. Sessions can be recorded and learning resources shared through the platform’s secure file sharing functionality. This is a great tool for students, helping them access necessary information on demand. Creating efficient processes for the long term Within a learning space there are a number of considerations that need to be made when choosing video and audio solutions. It’s best to look for technologies that offer flexibility and AV devices that leverage the existing IT network (AV/IP) are a great way to achieve this. They are easier to scale when compared to traditional analogue systems. It means that you do not need to convert signal format across devices, reducing the complexity and costs considerably. This allows educators to push video or audio signals to multiple learning spaces or even directly into the students’ homes, helping to increase efficiency in the long run. Furthermore, AV/IP solutions can help organisations comply with social distancing guidelines. By delivering content across multiple lecture theatres and integrating into campus-wide streaming services the number of students in each physical space is greatly reduced. To maximise return on investment institutions should work with an integrator who truly understands the technology that will make a difference. Audio and visual technologies need to be reliable and stand the test of time, so look to robust solutions that can be easily maintained by onsite support teams. Bring your own device (BYOD) is a useful service that should be made available to the wider student population, as it allows students to consume course contents at their leisure and on their own devices. Not only is this particularly useful for students moving around campus between sessions, but it also ensures the content is easily available for students who cannot physically attend the session, for example, where self-isolation is required. As with any organisation, minimising the impact on the environment and reducing carbon footprint is key. This can be achieved by implementing energy efficient recyclable products and employing technologies such as motion sensors that can automatically shut down or start up classroom equipment, lighting and heating, ventilation and air conditioning (HVAC). In a similar vein, having a resource management system in place can provide insights on room and equipment utilisation allowing education institutions to adapt their practices accordingly. Unified communications to maximise learning experience As we’ve seen with the challenges brought on by the coronavirus pandemic, it’s key to have future proof systems in place, especially ones that enable remote learning. Choose video conferencing solutions that are familiar, easy to use, robust and well built. Platforms like Zoom, Microsoft Teams and Webex all have the capabilities to facilitate virtual learning sessions. Through the installation of plugins, these solutions can integrate with virtual learning environments (VLEs) such as Blackboard and Moodle, allowing the student to move seamlessly from video collaboration to accessing learning resources via their learning platform. Integrators are best placed to provide onsite support for institutions and advice around on-going costs, both in terms of licencing and maintenance. This can help education institutions to budget effectively and choose the best option based on their needs. Remote learning capabilities are more important than ever. Having tools like Zoom or Microsoft Teams in place can help universities to promote seamless collaboration and minimise some of the disruption caused for students by these very uncertain times. While the etiquettes of conferencing calling won’t be unfamiliar to educators, they might very well be to students. Familiarising students with remote learning practices is really important to ensure sessions remain productive and engaging for all. Steps such as muting when not talking and preventing all attendees from talking at the same time, must be made clear from the start. AV to solve the campus crisis Higher education has had to overcome many challenges over the last 12-15 months, from social distancing to safely navigating the return to campus learning. AV technology has a part to play in helping bring confidence to universities as they go about creating processes that are safe for both staff and students. For those who are learning onsite, AV also has a role to play in helping implement social distancing guidelines. Desk booking systems can be deployed to ensure the correct social distancing measures are in place throughout lecture halls
DFRobot to showcase its IoT-enabled ‘Smart Garden’ at Bett 2020
DFRobot, a world-leading STEM education solution provider is boosting engagement with STEM with the help of their micro:bit-designed ‘smart garden’ at Bett 2020. Embracing the power and versatility of micro:bit throughout its range of STEM resources, DFRobot is blending ‘smart garden’ design with Internet of Things (IoT) technology to show students and teachers how to monitor and instruct intelligent systems by combining the knowledge and skills from block coding, programming, science and nature in one powerful and engaging lesson. Using the Maqueen Plus and Maqueen Mechanics – AI-enabled robotics kits – visitors will have the chance to see how the products work in an exciting ‘Intelligent Transportation’ display. This will demonstrate the varied and dynamic functions of Maqueen products – from being able to recognise tags and acting like miniature mechanical beetles. This cross-curricular approach is becoming increasingly important with blended learning and practical applications forecast to take centre stage in edtech in 2020. Consequently, demonstrating the flexibility of applications for products like micro:bit is becoming a priority for teachers and school leaders. At the forefront of robotics, programming and coding edtech, DFRobot is also hosting a series of three-part workshops at Bett. During these workshops, attendees will learn about: the artificial intelligence-driven HuskyLens camera, the graphical programming Maqueen robot and how this can be used with HuskyLens to gain unique insight into the opportunities that can emerge from robotics and AI when used in tandem, and finally, a hands-on session during which participants are invited to join in a live coding exercise. Ricky Ye, Chief Executive Officer at DFRobot, said: “We are incredibly excited about our offering this year at Bett – from innovative products and creative displays to exciting workshops, the event is going to be packed full of engaging learning experiences. Our products are designed to excite young people about science, technology, engineering and maths and we believe our dynamic and innovative products do just that, offering students an early and interactive introduction into coding, programming and AI. “The workshops will be particularly insightful, and we are looking forward to sharing our ideas and helping teachers and schools enhance their STEM opportunities.” Pop by Stand SA43 to speak with Edward or any of the DFRobot team, who will be happy to provide a personal demonstration of any of the exciting products in their robotics suite and advise on which resources would be the best fit for your school.
BenQ helps school integrate 44 interactive flat panels
Over 40 Interactive Flat Panel (IFP) displays from global electronics manufacturer BenQ have been integrated into Woodmansterne School in London, as part of a large-scale transformative expansion and dedication to providing exceptional educational facilities to its students. Building a state-of-the-art secondary school to accompany its primary school facility, Woodmansterne School appointed experienced education technology integrators, Partnership Education to specify and manage the AV integration for the five-fold expansion. Increasing its student intake from 350 to 2000 pupils, Woodmansterne School specifically requested an interactive display solution which would be easy to use for students ranging in ages from 2 – 16 years, as well as its staff. Specifying the 75” RP750K IFP from BenQ’s RP Series, Partnership Education installed 44 displays throughout classrooms, support rooms, dedicated music studios and library to encourage active learning. Featuring 4K resolution, 20 multi-touch interactivity and BenQ’s exclusive EZWrite software, Woodmansterne has future-proofed its site for students as they progress through their school years. Sam Palin, executive headteacher, Woodmansterne school: “We love the greater display size BenQ were able to provide, that was a key feature for us and we were also able to put a couple in the library and in the support rooms. I would also say the support we’ve had in terms of training has been really good so absolutely, I’d recommend BenQ.” BenQ provided teachers with initial training with the IFPs as well as ongoing support and additional training twice a year, ensuring all staff felt confident with the equipment and can use the full educational software toolbox of features on offer. As a result of the large roll-out, Woodmansterne has entered BenQ’s list of “super users”. Woodmansterne’s IT department utilised BenQ’s exclusive Account Management System (AMS) to provide teachers access to their lesson plans and materials on any display throughout the entire school, as well as gain remote access for display maintenance and service. In addition, Partnership Education specified cutting-edge equipment across five IT suites with 3D printing facilities, to dedicated music studios and a high-tech assembly hall. The school operates on a dual fibre network system integrated by Lynx Networks, with the primary and secondary sites operating independent networks. After the school had suffered with delays and quality issues from its previous project, the overall challenge for Partnership Education was to deliver the project on time and within budget. Palin continues: “What Partnership Education has done has worked in harmony with us. They’ve been completely committed to delivering on budget and delivering ahead of schedule. For me personally, we went from the worst experience a headteacher could have on a new build to one of the best experiences that you could have.” For more information, find BenQ on Twitter or visit the website. BenQ will also be attending Bett 2020 and can be found on Stand SP20.
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.
Top 5 iPad teaching tips
Craig Smith, Education Sales Manager UK & Ireland, Jamf, has some pointers for using the iPad when teaching to ensure the effectiveness of the technology’s use… Technology is becoming an integral part of the classroom, for students and teachers. However, a recent survey found that 37% of teachers want to use technology in the classroom, but aren’t sure how to do so. Crucially, the success of iPad devices and other classroom technology begins with teachers. To empower teachers, schools must offer training and provide a strong technology foundation to build off of. Here are five top tips for teachers to get the most out of the iPad: 1. Keep students focused: Integrate Apple’s Classroom to iPad devices so teachers can manage classes effectively and guide students’ attention by adjusting access to learning apps such as GeoGebra or Tynker. Taking this a step further, with a mobile device management (MDM) solution like Jamf Pro, teachers can grant access to native Apple apps on students’ devices or block others to refocus students on learning. 2. Manage your classroom: Apple’s Schoolwork app is a great tool for teachers. Schoolwork turns the iPad into a powerful teaching assistant, designed for teachers to create and tailor assignments for students according to their unique needs, track progress of those assignments and collaborate with students in real time. 3. Configure automatic updates: Coupled with an MDM solution, teachers and students can get the best out of Apple software updates on their iPad devices from Day 1 and benefit from new user functionality and security updates. It also gives teachers the autonomy to determine when they’d like to upgrade software through a self-service portal. 4. Organise classes more effectively: Create managed Apple IDs on the iPad with Apple School Manager, ensuring the student roster is always current with up-to-date student information. This prevents duplicate work and helps organise classes through integration with the school’s Student Information System (SIS). 5. Facilitate communication with students and parents: Provide real-time comments or audio feedback for students with Apple’s Classroom on the iPad. Through implementing a MDM solution, teachers can also access a variety of school-approved apps which can be used to share update on students’ progress with parents and enable parents to see their child’s updates at home. The primary goal of implementing iPad devices is to enrich the learning experience for both teachers and students, in and outside of the classroom. With the right MDM solution, schools can fully reap the benefits of mobile technology initiatives and further students’ learning, while minimising admin for teachers.
Roehampton’s digital learning journey
Xavier Briche, Head of Digital Learning at the University of Roehampton, discusses how the Digital Learning department has enhanced the student learning experience. Here at Roehampton, we have created a robust Digital Learning Services department (DL) to support technology for teaching and learning. The department strives for innovation within the University and focuses on new and existing technologies to support the learner’s journey and to provide digital tools to the teaching community. We have separated the two departments to allow a greater focus on cutting-edge educational technologies to support the outstanding student digital experience. A solution for diversity In 2015, the University decided it was time to enhance the virtual learning environment (VLE) as a key enabler for improving accessibility. The existing solution wasn’t fit for this purpose as it was too static. We needed a versatile solution, one that would easily allow regular upgrades and product functionalities to help improve the user experience for less able students as they enter HE. We’ve been implementing an SMS plug-in as an add-on to our online assessment workflow. The plug-in automatically sends a text message to students when their assessment feedback is on the VLE, to engage our students in their learning and close the feedback loop more effectively. Complying with GDPR The new GDPR regulations and EU directive on online accessibility needed some close attention, therefore discussions between both teams about GDPR, and the steps needed to ensure the online learning practices, processes and system compliance were addressed. Clear results for students Universities are underpinned by their scores in the National Student Survey (NSS) and the Teaching Excellence Framework. Our DL follows these performance results closely, to see how outsourced services are performing and whether they are adding value to the student experience. The Moodle platform and the service, provided by CoSector – University of London, has increased student satisfaction by around 6%. Students now feel the VLE is reliable and robust, and can be accessed 24/7 from any location. We are pleased with the Moodle platform and the benefits of supporting the VLE as well as the teaching and learning ecosystems. Blended and online learning are priorities to engage and support our extremely diverse student population. Students and staff often rely on assistive technology integrations in the VLE, its therefore vital to ensure the VLE is an inclusive and accessible digital environment. Online learning and VLEs are hugely beneficial for students with disabilities as e-resources and teaching material such as course slides are systematically uploaded to the VLE. Most VLEs now provide a way of navigating around an online course with ease, accessing web links and additional files by using keystrokes only. Changing a VLE host can be a big risk because the system is embedded in all aspects of the delivery of teaching and learning. In terms of account management and value added for our students and teaching staff, it has proven to be well worth the switch. See roehampton.ac.uk for more details on how the university uses digital learning to enhance the student experience.