BLITT Project - Evaluating Blended Learning in Initial Teacher Training

1. The BLITT Project University of Northampton Learning and Teaching Conference 17th May 2016 Elaine Batchelor, Head of ITT https://blendedlearning725.wordpress.com

2. What is the BLITT project? • Funded UoN T&L project • Evaluate the implementation of Blended Learning in Initial Teacher Training • Trainee teachers –UG and PG • University based learning focus but linked to school placements • National Changes in ITT • Use of technology in HEI

3. To monitor implementation and evaluate the impact of new teaching and learning practices. • To evaluate how “learning events” and “online learning packages” enable students to make progress in their development as beginning teachers and which approaches are most effective in enabling them to make links between theory and practice within a community of practice. • To explore how all teacher educators’ work with student teachers is enhanced / changed by teaching using “learning events” and “online learning packages”. • To support the Changemaker initiatives and future module review elsewhere in the School of Education and the University.

4. ITT QTS Blended Learning • Structure of Modules • Contact Hours for 10 credits • 4 hours OLP, 20 hours LE (yr 1) • 12 hours OLP, 60 hours LE (PGCE)

5. Prior to Project • Nov 2014 -PGCE Curriculum Changes • Nov 2014 - ‘Innovative Pedagogy’ • Dec 2014 - Promotion of Technology Enhanced Learning in QTS • Jan 2015 –SoE Forum on use of apps • March 2015 -Learning Events and Online Learning Packages introduced to all QTS • June 2015 -staff training on technology

6. Evaluation Framework • Contemporary text identified which gave a secure framework for a short term study – using 5 themes • Appropriateness • Effectiveness • Efficiency • Impact • Sustainability • Markiewicz and Patrick 2015

7. Program Theory • This an attempt to unpack the casual links between the efforts of any programme and its intended results (page 72-74) • Since 1970s, theory based approaches have attempted to identify and represent a programmes assumptions about the sequence of expected change. These are commonly depicted in a diagrammatic way. • A program theory is based on views, experience and literature on what works in context. Mechanisms, which need to be made explicit, are needed to enable each step of change to occur.

8. Program Logic • This is a visual means to help understand the journey from effort to results (page 74 -76). • One common template is called the ‘pipeline logic model’ although it has been criticised for being simplistic. • As a tool, they are intended to depict coherent casual relationships which are logical. • The project team met to agree theory and logic diagrams - provided a framework to establish questionnaires.

9. Data sets • Questionnaires (Dec 2015, April 2016) • Lickert-type scale distributed to: • BA QTS Y1 trainees (n=102) • PGCE trainees (n= 47) • ITT teaching staff (n= 20) • Qualitative comments

10. Appropriateness To what extent is Blended Learning considered suitable in meeting the needs of ITT staff and ITT students. • 15 staff, 102 year 1, 47 PGCE • Dec 2015 • Program Theory is considered by most staff to capture the intentions of blended learning. • Staff and trainees identified that they understand what blended learning involves (3-7 trainees more than 5-11). • All groups of trainees believe that blended learning meets the needs of staff and the trainees in teaching trainee teachers more than the staff do (approx. half of the tutors do not think it meets their needs). • Differences between groups of trainees in knowing which modules have blended learning.

11. EfficiencyTo what extent have the inputs into implementing blended learning been converted into outputs. • Staff Dec 2015 • 53% agreed that outputs had been achieved • Most staff created over 6 LE and between 1-5 OLP. • Visualisation Nov 11th 2015 – 3 of year 1 modules no OLP • Examples of LE and OLP – Dec 17th 2015 • Time to identify staff needs and use of peer support were considered most important in constructing outputs. • Efficiency is limited due to lack of availability of IT in rooms, hardware, funding, time to create resources, IT support (staff feedback)

12. Effectiveness How well has blended learning been implemented to achieve its intended aims. Initial findings Staff April 2016 • Many staff have gained some tech skills and many more are motivated to do so • LE include technology – similar in pre F2F, F2F and post F2F Initial findings Trainees Dec 2015 • I’m being introduced to different resources online and shown how to use them • I am aware of new programmes, egpadlet, which is beneficial

13. Impact – Staff Dec 2015What results, intended or unexpected, have been produced directly or indirectly by blended learning.

14. Impact – Trainees Dec 2015

15. Impact – April 2016 – BA Yr 1 • Participation rates for post F2F are rated significantly differently by staff and trainees. 65% Year 1 Trainees say they are engaging compared to 20% according to staff. • Staff have a much lower perception than trainees for: participation with pre F2F, knowledge of module learning outcomes, trainee’s confidence and competence in linking theory and practice and engagement with online communities. • Trainees perceive that staff regularly use technology in their teaching more than the staff.

16. Impact – unexpected • Staff team building – great cascading of knowledge as we have helped each other, helped to build a sense of professional growth (and in some cases) increased confidence, • Some trainees avoid studying, as online learning is not all monitored. • Staff adapting learning events in response to trainee’s responses in online communities of practice • New vocabulary being developed and used; pres, posts, kaltura,

17. Sustainability • Project Team will meet in late May to discuss. • What do we need for next year? • What do we need for 2018?

18. Next Steps • Review comments on barriers to engagement by trainees with blended learning • Develop year 2 modules and review year 1 and PGCE LE and OLP • Identify staff and trainee training needs