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Crowdsourced strategy: enabling a culture of improvement ownership
The document discusses the development of a crowdsourced digital strategy for improving further education and post-16 education in Wales. It highlights the need for a statutory digital literacy framework, collaboration among stakeholders, and clear strategic objectives to enhance digital capabilities among learners and staff. The aim is to foster ownership of improvement initiatives and address barriers preventing the effective use of digital technology in education.
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Crowdsourced strategy: enabling a culture of improvement ownership
- 1. Crowdsourced strategy: enabling aculture of improvement ownership 6 March 2018 | ICC, Birmingham
- 2. Digital strategy Crowd sourcedstrategy. Enabling a culture of improvement ownership Allen Crawford-Thomas Jisc, Team leader – digital strategy and inclusion, and subject specialist Karen Workman, Richard Fullylove, Coleg Y Cymoedd and Eloise Crout, itec Skills 7 March 2018 | ICC, Birmingham Mark Ayton Jisc, Subject specialist – Strategy and business process
- 3.
- 4. Context Karen Workman -Coleg Y Cymoedd Richard Fullylove - Coleg Y Cymoedd Eloise Crout – Itec Skills
- 5. " The WelshGovernment should work with awarding organisations and stakeholders to develop a new Essential Skills Wales qualification in digital literacy to replace the current Essential Skills Wales in ICT, with a revised assessment method." 2012 Review of Qualifications
- 6. " We thereforerecommend the development and implementation of a statutory Digital Literacy Framework from Foundation Phase through to post-16 education. This new DLF would complement and sit alongside the current Literacy and Numeracy Frameworks." 2013 ICT Steering Group's Report to Welsh Government
- 7. • Digital LiteracyPractitioners • Essential Digital Literacy Skills • WEST Assessment Tool • Networks • CPD Project 2015 Digital Literacy in Post-16 Education
- 8. • What arethe benefits of having a Digital Strategy for FE in Wales? • Who may have a key role in this strategy? • What are the key elements or features that form part of a digital strategy for FE? • How can FE provide a continuum of digital learning from the school curriculum? • How can we move forward to develop a Digital Strategy for FE in Wales? 2017 Digital Strategy for Post-16 Education
- 9. >Numerous Welsh governmentand FE digital initiatives >Led to a wide variety of 'similar' approaches >'Excellence' chasing, often missed that vital ‘X factor' >'E-learning’ strategies >'We have one of those', but we didn't act upon it... or link it to other strategies Richard Fullylove Context - Further education (1)
- 10. >Digital technologies notquite main stream across all programs... >Working towards the adoption of digital for sometime >'Ongoing' staff development challenges (#digitalcapability) >Learners, their development, and the challenges that brings >Missing a national vision or strategy for FE and post 16 education Context - Further education (2)
- 11. >Some similarities withFE and … >The lack of a strategic and combined approach within WBL >Limited access to resources >Cost effectiveness and suitability of available resource >Developing and building on the digital literacy skills that our learners need for employment and apprenticeships Eloise Crout Context - Work Based Learning
- 12. >ACL policy –inclusion of digital literacy as an essential skill >ACL partnerships – delivery models are different across Wales >Moving from IT – ICT – digital literacy: –Staffing –Resources >ACL will play a part in a post-16 vision Karen Workman Context – Adult Community Learning
- 13. The principles andprocess Mark Ayton
- 14. Why crowd sourcevision and strategy?… People who perform their role every day are experts in their processes If a person or group identifies a goal or improvement, they will own it
- 15. The five developmentphases and their key elements Change leader workshop Learning provider leader review Objective implementation management guidance Assemble objectives bilingually Wide stakeholder review Peer review of strategic objectives Objective building Development of objectives for each strategic improvement area Objective moderation Assembly of considerations for the strategic objectives Student tracker Staff perception Estyn standards and reports Development of the Digital Vision Digital in FE conference Comments invited from all LP leaders
- 16. The lead crowd- development of the digital vision
- 17. >What are thebenefits that digital technology should bring? >What is preventing the realisation of these? Two questions
- 18. >Learners >Working practices >Community >Business Benefits: Themes thatemerged Barriers: >Course delivery >Delivery staff >Governance >Infrastructure
- 19. >The appropriate useof digital technology will support: Development of learners’ employability, wellbeing and confidence through an accessible learner centred experience, with wider and deeper engagement using natural interaction and collaboration >So that: Employers’ skills needs are addressed, and students’ life-skills are developed, into the 2020s The national digital vision for post 16 education (1)
- 20. > Enables learnerengagement and motivation by building their skills through innovative, inclusive learning experiences > Maintains a focus on staff development outcomes that will release time for building digital competences and skills > Empowers staff to develop effective collaborative and cross-functional working practices at every level > Provides clear leadership and cross-organisational coordination that supports achieving shared goals > Ensures a reliable infrastructure through adequate resourcing > Improves business process efficiencies, and attracts investment This will be carried out in a way that: The national digital vision for post 16 education (2)
- 21. The big crowd- assembly of the considerations Strategic objective building process Employers and community Infrastructure and technical support Leaders and administrators Learners ILT and CPD Libraries and Resources Curriculum Managers and Delivery staff Estyn standards and reports Visionary, game changing ideas
- 22. >Teaching and learningdelivery >Teaching and learning resources >Assessment and learner progress >Widening participation >Vision and strategy >Compliance and quality assurance >Staff development >Employers and community >Infrastructure >Enterprise systems A lot of questions!
- 23. The specialist crowds- development of objectives The crowd sourced improvement information Leadership, Compliance and Quality assurance Infrastructure and Enterprise systems Teaching, curriculum and assessment Accessibility, inclusion and resources Staff engagement and development Employability, community and marketing
- 24. At a workshopfor each specialist group… The objective building process Categorise the data into themes Distil each theme into summary sentences Moderate and allocate the summary sentences Draft impact oriented objectives
- 25. > Staff andlearners achieve clear, nationally agreed standards of digital competency and online safety that meet industry, private and public-sector requirements > The learner experience is enhanced through appropriate access to, and use of, technology > The curriculum is delivered in multiple styles suitable for all environments, removing barriers and increasing integrity of, and accessibility to, learning > A safe and secure online experience is provided and managed for all learners and staff through current, cohesive and comprehensive policies > A safe and secure teaching and learning experience is enabled for all learners and staff through provision of appropriate virtual and physical environments The headline objectives (1)
- 26. > The benefitsof, barriers to, and desired outcomes from the use of digital technology are understood by all staff thorough a clear vision and strategic implementation management process > The learner experience and business process efficiencies are continually improved through the best use of digital technology > A culture of collaboration with third parties enables information and best practice to be shared, ensuring the best implementation of technologies and techniques in the delivery and management of learning and business processes > Staff, learning, and business resources enable efficient support of the continually evolving digital requirements of post 16 education The headline objectives (2)
- 27. Closing the loop– peer review People who perform their role every day are experts in their processes >Have the recommendations and issues identified by the big crowd been captured and addressed? If a person or group identifies a goal or improvement, they will own it >Does the vision embrace the original intentions of the lead crowd? >Are the assembled objectives a true representation of the specialist crowds' goals?
- 28. The implementation crowd– Owning improvement Continuous cross-functional steering group Project team Curriculum development team ● Positioning - Where are we now? ● Aims - Where do we want to be? ● Measures - How will we know when we get there? Cultural development (participative) Stakeholder engagement and support Process improvement team Objective owner Objective owner Objective owner
- 29. Challenges Richard Fullylove, EloiseCrout and Karen Workman
- 30. > A nationalapproach > New standards. What and how?... 'all' playing a part in their development > New frameworks. What and how?... at what levels (learner, teaching and learning, staff capability, leadership capability...) > Standardised teaching and learning resources, and platforms? Staff engagement, other standards in Wales and their impact... avoiding a repetition of past projects and initiatives. Lesson learned or not. > Staff development: institutional or national responsibility? > The transfer of data from one provider to another as learners progress. Seamless learner journeys > 'Appropriate' levels of infrastructure and resources > Digitally aware and focused leadership and management Richard Fullylove Challenges - Further education
- 31. >Again in WBLwe share some of these challenges however.... >Within the network of providers there is greater diversity in structure and skills >Separate business or consortia, how will a national vision fit with smaller businesses within the sector? >New contracts bring new focus in terms of qualifications and skills/the need to 'future proof' our approach and keep pace with learner skills Eloise Crout Challenges – work based learning
- 32. All of theabove... And... >Changing face of adult community learning in Wales >Resources – both physical and human Karen Workman Challenges - adult community learning
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- 34. >Its not justabout 'skills' its capability >A national approach (truly a good thing) >Raise the importance of digital at 'all' levels >Everyone plays a part from the top down >Developing digital leadership >Moving the whole sector forward Positives
- 35. Except where otherwisenoted, this work is licensed under CC-BY-NC-ND. Eloise Crout itec Skills Quality assurance manager [email protected] We have been… Karen Workman Coleg y Cymoedd Head of school for skills and ABE [email protected] Richard Fullylove Coleg y Cymoedd ILT strategic manager [email protected] Allen Crawford-Thomas Jisc Subject specialist - Strategy [email protected] 0203 819 8255 Mark Ayton Jisc Subject specialist - Strategy [email protected] 0203 819 8223
- 36.
Editor's Notes
- #6 http://gov.wales/docs/dcells/publications/121127reviewofqualificationsen.pdf page 52
- #7 http://learning.gov.wales/docs/learningwales/publications/131003-ict-steering-group-report-en.pdf page 16
- #15 These are the two underlaying principles that lead to development of the consultative and participative crowd-sourced approach.
- #16 This is the overview of the strategy development project steps Close engagement with the stakeholder “crowd” for each step ensures validity and credibility Lets look at what “crowds” were involved at each stage…
- #17 40 Senior managers, thought leaders and policy makers A “word cloud” of the “lead crowd” job titles Knowing what leaders want to enable is essential in ensuring they are on-board with how technology can be an enabler
- #18 On the face of it very simple questions But they proved very powerful is establishing what technology needed to enable, and the barriers it needed to overcome
- #19 Benefit were required for these main groups, processes and the organisation Barriers were seen in these processes, perceptions and support elements
- #20 There’s no need to note the content of this slide and the next one The actual words are only important to the people who’s ideas they represent…
- #21 What is important is that the words arrived at for the vision use the original words of the benefits and barriers identified by the leaders It’s also worth highlighting that the vision represents all the things we want regardless of technology’s involvement
- #22 216 learning provider staff members, 87 Learners, 9 Estyn reports and the Estyn standards Every organisation has available to them a huge amount of information from: The staff who run all the process that enable and support learning The learners themselves Third-party organisations Trail-blazers and creative problem solvers
- #23 Questions were asked and information assembled on all aspects of learning provider operations
- #24 80 specialist leaders and managers, attending 6 workshops, contributing over 100 workshop days Information from the big crowd was filtered for analysis by the specialist crowds…
- #25 Each specialist group went through these steps to produce impact, or output oriented, objectives These objectives focus on what the desired benefit is rather than on the supporting actions
- #26 And just to emphasise the impact or output oriented nature of the objectives… You will notice there is no mention of things like minimum standards for VLE use, or WiFi bandwidth Instead the focus is on learner engagement, or appropriate access to enabling environments
- #27 Again, as with the vision, the words on these slides are only relevant to the people that advised and developed them, in the environment where they will be implemented What is important is that the objectives reflect the ideas and concerns of the big crowd, and the expertise and knowledge of the specialist crowd…
- #28 Responses received from groups or individuals of 26 organisations Through the process of peer review the objectives are refined to… Be credible and valid for the big crowd Meet the organisational direction set by the lead crowd Provide realistic achievable goals for the specialist and implementation crowds
- #29 Which leads us nicely to the final project stage, the implementation management guidance Potentially involving the engagement of all staff and learners from the Welsh FE, WBL and ACL sectors It is essential that implementation is given value from the very top And that every objective has an owner. If something isn’t owned, it won’t happen. The objective owners become facilitators of objective implementation Objective owner collaboration and interaction should ensure efficiency and mutual support Objective owners must enable and empower their teams to develop and complete implementation action plans Open progress monitoring should continuously recognise achievement, enable corrective actions, and ensure accountability