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Sue Attewell Head Of Change, Further Education And Skills Jisc governmentevents.co.uk | 0330 0584 285 | [email protected]
Sue AttewellHead Of Change, Further
Education And SkillsJisc
governmentevents.co.uk | 0330 0584 285 | [email protected]
Using Digital Technology To
Enhance And Improve The
Apprenticeship Journey In
Order To Meet The Needs Of
Employers And Apprentices
.
January 1918
Sue Attewell
The importance of increasing and more
effective use of technology to maximise
delivery whilst maintaining high quality
http://apprenticeship-
toolkit.data.alpha.jisc.ac.uk/about-the-
toolkit.html
Preparation
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• Update your digital strategy
• Data: collected once and used many times saves time and
reduces errors
• Empower staff to deliver your digital vision
• Build staff and apprentice competence, digital capability and
confidence
• Deliver more effective and engaging learning experiences
• E-forms and digital signatures can reduce the administrative
burden
• Online meetings save time and money
• Exchanging data instead of emails provides a shared view
where all parties are looking at the same information, for
example, progress data
• Digital information can be repurposed for distinct audiences
• Online forms save time and once captured, data can be re-
used
Everything works when
it is joined together and
interconnected – it’s an
eco-system
6
Forth Valley College:
• Everything is totally interdependent. The only way you
can achieve the goal of transforming learning and
teaching is to ensure that all the underlying component
parts are working in harmony.
• We focused on our people to ensure that our learning
and teaching goals follow through from the appraisal
process to continuing professional development (CPD).
Staff have to be supported in what you are asking them
• Link the learning and teaching strategy and the IT
strategy. If the two are not joined up, IT resources can be
out of line with commitments made for learning and
teaching.
Planning
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• Videos and games make learning fun
and interactive
• Virtual reality taster sessions add an
engaging dimension
• Self-assessment tasks embedded in
online learning resources build learner
confidence and highlight problem areas
• Online assessments can be marked in
seconds
• Online assessments can provide
valuable trend data
• Online tests can provide intelligent
‘branching’ activities based on
apprentice’s answers and point
apprentices to further resources for self-
study
• An e-ILP can show progress against
target at a glance – for apprentices,
providers and employers
• Apprentices are more likely to feel
ownership of an online or e-ILP
• Apprentices are more likely to refer to
online sources
• An e-ILP can be updated once and
shared with all stakeholders and those
who need to use and contribute to it
Delivery
8
• Digital tools can aid delivery, evidence capture and
feedback
• Replication or simulation of tasks that are costly or
practically difficult to do in a traditional setting or safety
consideration
• Opportunities to experiment and make errors in a safe
environment
• Increased scope and support for collaborative learning
• Online feedback is saved, readily accessible and more
frequently used
• Feedback from multiple sources can be stored in one place
(for example: trainer, employer, peers)
• Tools like Skype make it easy for apprentices to
communicate with providers and trainers when they need
support
• There is a wide range of digital tools to support
impairments (for example: visual, auditory, print)
• Digital recording allows playback many times to help
understanding.
• Bring your own device (BYOD) and bring your own internet (BYOI) can make any workplace a digital workplace
• Multi-media evidence offers many ways to evidence skills and behaviours
• e-portfolios can bring together workplace, online and face-to-face learning
Assessment
9
• Offer a single, real time view to all stakeholders
• Apprentices can track their own progress
• Badges and other forms of micro credentials can motivate
apprentices
• Blended approaches during delivery can prepare
apprentices for online testing
• Digital tools extend possibilities for mock EPA
• Online tools offer apprentices the opportunity to practice
professional discussions with unfamiliar staff
• Online criteria and marking rubrics support trainers to
grade objectively
• Timely EPA can be offered as soon as the apprentice is
ready
• Cheating is easy to detect in the digital environment
• Online proctoring allows apprentices to take assessments
remotely while being monitored by webcams and
microphones
• Awarding organisations have an increasing preference for
digital approaches
Digital apprentice dashboards
Leveraging and building on existing infrastructure to improve the provider/employer communications
• Focus on:
• Activity data
• Learning objects
• Better enable the employer to support
apprentices
Keep in touch
https://www.jisc.ac.uk/rd/projects/digital-apprenticeships
https://digitalapprenticeships.jiscinvolve.org/wp/
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Background
• TrAC works closely with 9 top-tier
Local Authorities
• Ambition to increase numbers of
vulnerable young people
completing apprenticeships
• Challenges/barriers
• TrAC decided to try to help this
cohort through its normal activities
but found the amount of resources
required was prohibitive
What do we do?• Deliver an award winning CITB accredited Shared
Apprenticeship Scheme for the construction industry
since 2012
• 30 apprenticeships and 60 work experience placements over
a 2 year period
• Wrap around support for both the host company and
apprentice to help these vulnerable young people achieve
in line with national averages
• Focussed on those young people who have all the skills and
abilities to complete an apprenticeship, however would not
usually get the apprenticeship opportunity through regular
recruitment methods
• Pilot programme run by an experienced, award winning ATA
aimed at vulnerable young people, including Care Leavers,
aged 16-24
Our aims
• Equality and diversity in apprenticeships- e.g. vulnerable young people, BME, SEND
• Development of social not-for-profit ATA can be used to support people with any
protected characteristic to compete more fairly for apprenticeship opportunities.
• Building trusted relationships that can benefit host employers and apprentices
without betraying confidences e.g. care leaver status
• Support schools to use apprenticeships as an effective means to upskill their staff and facilitate the transition of young people into the world of work
• Operate a scalable and replicable model in defined areas that can address social mobility issues
How it works
• Start up funding- ESF, Skills Deal, employer income and NCC
• Invest to save
• Use of levy sharing to support SMEs
• Staff with different specialisms
• Learner led youth-friendly.
• Recruitment based on attitude and aptitude, not experience
V, 18 level 2 Roofing with Aspect
Group Services
Learning to date
• There is currently more demand than available
resources- 178 referrals to date in Norfolk alone
• Employers will support this cohort
• Hidden talent & rising stars
• Perceptions of work-readiness vary greatly
• On target to achieve in line with national averages
• A sustainable pipeline is needed- interventions need
to be earlier- a new model is under development
Sustainability moving forwards
• Pilot project has demonstrated the supply and
demand exists to deliver this,
However on it’s own it is not the solution…
• A sustainable pipeline is needed to ensure longevity
beyond the life-span of the pilot
Finally….
• Could the delivery of Social Value be
the central purpose of the ATA model of
the future?
Any questions?
Thank you for your time
Thank you for attending our conference.We hope you found the day interesting and insightful. Speaker presentations will be made available to download on completing the post show survey which will be emailed to you within one week after the event.We wish you a safe journey home.
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