Final Report and reflections

Today, June 22nd 2016, is going to be a significant day. The final report for the BLITT project is provided on the blog (see below). This represents a significant point in our progress and impact in implementing blended learning within Initial Teacher Training.

It is putting down a marker of the present student and staff perspectives on our use of technology enhanced learning. It is not the end though. We will be submitting a proposal for future projects and we will be continuing to review and implement our teaching and learning strategies.

The project has enabled the ITT team to work together to develop, share and implement ideas. Staff and students have moved towards a common understanding of blended learning, increased their confidence and competence in teaching and learning using technology and begun to use of communities of practices which all contribute to trainee teachers integrating theory and practice.

My thanks go to all the ITT staff and students and the BLITT project team. Leading any project is a priviledge – working with others, embedding new practices, reflecting on how distributed leadership only works when all members of a team work together, keeping an eye on the budget and timescales and recognising when to step forward or stepback to enable professional discussions and decision making.

Final Report for BLITT Project: Final Report 2015-16.docx BLITT Project

Data Summary for BLITT ProjectBLITT Summary Evaluation Data Booklet June 2016

How has Blended Learning been implemented (ppt used to present to Senate) How docx Blended Learning Implemented May 2016-1

Teaching and Learning Conference 2016 The BLITT Project

How have we moved forward on BLITT

The BLITT project has been a powerful way for the whole team of ITT QTS staff to develop and implement technology enhanced learning and teaching. The Head of ITT QTS was invited to speak to the University Senate to describe how the changes have been occuring. This is the presentation.How docx Blended Learning Implemented May 2016-1

 

 

BLITT Report

As we move towards the final weeks of the research project, we have collated the data and considered our progress towards the project aims and objectives.

The BLITT project was summarised and presented at the Teaching and Learning Conference. The BLITT Project

The BLITT data was summarised into a booklet. BLITT Summary Evaluation Data Booklet June 2016

The responses of trainees in April 2016 to the second questionnaire identifies many positive comments.

The responses from BA Primary and BA Early Years year 1 students. Trainee Responses. UG April 2016.

The responses from PGCE Primary 5-11 and PGCE Primary 3-7 students. Trainee Responses PG May 2016

The BLITT Final Report can be found here.

What have we found out to date

Trainees and staff agree that blended learning is supporting the links between theory and practice. Staff report in April 2016:

• the links between the 3 components of the BL enable a more structured development, of these links – supporting exploration of them in more depth
• need to access material on theory prior which is then applied in F2F showing practice
• better prioritisation of essential information, and then providing opportunities for trainees to apply learning

BA Primary and BA Early Years year 1 trainees commented that

• Able to link what I have learnt in lesson to practise and understand what to do in certain situations
• It allows us to use online resources to extend our learning and understanding linking theory and practice.
• The pre-F2F allow for reading around the topic as do the F2F this means when applying and discussing with mentors as trainees it can be seen where it fits practically.
• Gives visual aids linking the theory to practice.

 

In the initial stages of implementing blended learning during 2014-15, the rational for blended learning was not focused on ‘linking theory to practice’ but once the project team designed the Program Theory in October 2015, this aspect of the intended impact has become more significant.

What have we found out so far?

Staff have created learning events and online learning packages using technological tools which they have learnt how to use. The most commonly used tools are padlets, kaltura and video clips. Some staff have learnt how to use google docs, google+, thinglink, prezi and included ipads in their face to face sessions.

Staff identify that having time to identify their own training needs and access training, through the learning technologists or peer support, is the key driver for ensuring inputs are converted into outputs. Staff identify that the availablity of IT within teaching rooms or availability of hardware is a key barrier for efficiently creating new resources.

In April 2016, 80% of staff  (16/20) feel more confident in using blended learning and 70% identify they regularly use technology in their teaching. In April 2016, 92% BA Primary 5-11 and BA Early Years year one trainees identified that staff regularly use technology in their teaching.

Interim Data Analysis

Using the four themes of appropriateness, effectiveness, efficiency and impact, the findings from the questionnaires have been collated. The attached documents summarise the interim analysis.

Appropriateness –To what extent is Blended Learning considered suitable in meeting the needs of ITT staff and ITT students. Appropriateness

Effectiveness- How well has blended learning been implemented to achieve its intended aims. Effectiveness

Efficiency –To what extent have the inputs into implementing blended learning been converted into outputs. Efficiency

Impact – What results, intended or unexpected, have been produced directly or indirectly by blended learning. Impact.docx 2015-16

Teaching and Learning Conference

Today, at the University Teaching and Learning Conference, we provided a summary of the data collected and analysed to date. The questionnaires have been analysed from December and April 2016 and are already providing themes for further consideration. There are differences between the perceptions of staff and trainees on the engagement with post face to face activities, there are positive comments about staff being more skilled and motivated to use technology in their teaching, and trainees are aware of the links between theory and practice through their engagement with blended learning.

The ppt is attached.The BLITT Project

Next steps

Over the past fortnight, we have been collating the final sets of data for this project. Staff and year one BA trainees have completed a second questionnaire to reflect on the impact of blended learning on trainee teachers. PGCE trainees will complete the same questionnaire in June when they return from their final placement.

The research team will meet to reflect on the emerging findings and ideas to sustain and embed the positive aspects.

Planning Phase Two

The project team met today to plan phase two of the project. Jo Barter-Boulton, Anna Cox and Elaine Batchelor met for 4 hours to talk through the following:

1. Two short journal articles submit by Elaine to the University Teaching and Learning Journal. One of these focused on the findings from phase one in terms of the student’s perceptions on the appropriateness and effectiveness of blended learning and the other focused on a reflection of the process of change for the tutors.
2. Discussion about the preparation for a presentation on ‘how’ blended learning has been implemented within ITT QTS. Elaine has been invited to talk to Senate in May. This discussion was a very important and creative one. Elaine described her draft model which led to a refinement of the ‘pebble and boulder’ analogy to explain how the impact of ‘constructive interference’ from the changes has been captured and utilised in the leadership of change process.
3. Planning for the questionnaires for phase two. The team reviewed the proposed timescales and themes for the phase two questionnaires in terms of any possible changes in staff and trainees behaviours since phase one.
4. The PG trainees have been in school between January to April so their use of Online Learning Packages may have been limited and they have not been in University for Learning Events.
5. In terms of year one trainees, they have been in University attending the Learning Events for specialism modules as well as some other curriculum modules.
6. Questionnaires were adapted from the templates in the text book. The Programme Logic and Programme Design were continually used as a reference point for considering the questions in relation to ‘impact and sustainability’.
7. Staff were identified for the focus group meeting and prompt questions considered.
8. Dates for future meetings were set.

 

 

 

 

Infographic on Blended Learning

An infographic has been developed by Jim Harris, Learning Designer, to represent the way that the ITT QTS have been working to prepare for Waterside.

The University of Northampton-Blended Learning in Initial Teacher Training-2