A1 Social Care is an independent training organisation providing specialist courses to different parts of the health and social care sector. Based in Hatfield, Hertfordshire, the company operates nationally using remote delivery, so was partially prepared when the Covid-19 pandemic hit in early 2020. Tutors had experience of using platforms such as MS Teams and Google Classroom, but wanted to experiment with new resources, tools and platforms to ensure they could cater for different types of learner and engage learners more actively when teaching remotely.
A1 successfully applied to the Education and Training Foundation to undertake a Reflective Exploration Project in the use of educational technology (EdTech) focused on the theme of ‘Digital differentiation in delivery and assessment’.
The A1 project was one of six Reflective Explorations funded by the ETF in spring 2021 to help practitioners develop their digital skills by engaging with the resources and communities of practice on the Enhance Digital Teaching Platform (see below). The grant was used to give practitioners dedicated time to plan, develop content and deliver various accredited and non-accredited sessions.
The staff involved were:
The participants were supported by ETF EdTech Mentor and digital accessibility specialist Alistair McNaught, who undertook weekly CPD workshops on different aspects of digital accessibility.
Head of Education at A1, Karen Julier, saw an added benefit to the project in building up learners’ digital skills by participating in online learning and assessment. A1 learners are care workers and employer trainers, who increasingly need digital skills as part of their work. For example, in residential homes, care workers need to support residents with assistive technology, set up online communication with loved ones, and enable a new drive for the sector to become paperless.
“Students working within the care sector typically face barriers to using digital skills in learning. This project will enable students and employers to develop knowledge, skills and behaviours by us using innovative and interactive technology.”
Karen Julier, Head of Education
Practitioners were asked to:
The Project Lead was responsible for:
The ETF EdTech mentor Alistair McNaught supported the project through weekly meetings with the Project Lead and practitioners, signposting them to content on the EnhanceDTP that would be relevant to their specific areas of focus. The weekly sessions also included coaching in use of different digital accessibility tools and techniques to remove barriers to learning, improve engagement and save time.
“The weekly workshops with Alistair were by far the best activities, and everyone agreed this was because we learnt so many new functions and tips to improve practice and delivery.”
Karen Julier, Project Lead
Explorations
Each of the members of the project team had different areas of interest which they wanted to explore.
“Spend some time to save some time…”: Karen Julier, Head of Education, A1 Social Care Training was interested in the Accessibility training modules on the EnhanceDTP, as well as some of the modules in the Connected and Effective category. Technology to support wellbeing was a particular interest, as staff wellbeing is part of her job role.
Aaron wanted to focus on increasing collaborative learning and introducing more interactive and accessible resources and approaches. He wanted to find out more about:
“I am completing curriculum design for a new course we are starting for remote delivery, and seeing how I can make this content more interactive will really help. Currently it is focused on information giving and very text heavy.”
Paul was interested in exploring:
The project team selected modules on the Enhance platform that fitted with their interests and the areas of practice they wished to develop. In addition to completing modules, the team submitted reflections on the #EdTechSwap Awarded Practice Wall on the Enhance Digital Teaching Platform to gain two- and three-star EdTech award badges.
Karen Julier
Aaron Churchyard
Paul Courtney
#EdTechSwap Awarded Practice Wall
The project team trialled a variety of digital accessibility tools, specifically:
As a Learning and Development Coach, Paul had already been asking trainers to record videos to recap sessions, but used the opportunity to look at how to extend this practice:
“With A1 Social Care being within the care sector, it is often found that the learners are from other countries where English is not their first language. One strategy I have used to help the trainers to ensure engagement is positive after the remote learning is to get the trainers to record a maximum of 2 minute video, to complete a recap on the learning of that session.
“I encouraged the trainer to complete a video for each of the topics that were covered in the session. Once everyone has completed this, I would then like to review these and with the help of all the trainers, standardise and utilise these videos further by sharing them through WhatsApp, or even if we can get these uploaded onto the learning platform the learners can access and view these in their own time.”
Paul Courtney
On using screen recording for assessment: In the video above, Aaron Churchyard describes how he asked his learners to screen record themselves for assessment purposes.
Aaron demonstrated use of live captions to the tutors he was working with. Some found it off-putting but some have used it with their learners:
“I have continued to use live captions for all sessions I have, and the tutors that I use this on are getting used to it and a few have used it with some of their learners… From the feedback, they felt that it was a little off-putting when the slides I used had quite a bit of text, but worked well when they had diagrams and pictures. This is valuable feedback and again reiterates the need to move away from text on slides to engage learners more.”
Aaron Churchyard
On using Padlet: In the video above, Karen Julier talks about how she applied one of the Rosenshine Principles, Review, using Padlet.
Karen experimented with different learner interaction methods, such as polls instead of verbal Q&A, and Padlet for shared notice boards. She introduced a number of changes as a result of the Accessibility training on the EnhanceDTP and the workshops with EdTech Mentor Alistair McNaught:
Paul Courtney
Aaron Churchyard
Karen Julier
Project Lead, Karen Julier, feels that improvements in remote delivery are already visible at an organisation-wide level with better learner engagement and tutor confidence.
“We are delivering a more inclusive practice and challenging tutors on their delivery. Some are working on projects to enhance the remote offering such as virtual classrooms… I didn’t realise online learning could be this good and interesting.”
Karen Julier, Head of Education (Project Lead)
On introducing the concept of differentiation
“I completed some additional research into habits and change management to help me understand the best way to support tutors in making changes. This was useful and led me to set benefits every time I talk about differentiation, so the tutors see these clearly and not just the concerns they have with implementing the practice.”
Aaron Churchyard
On introducing ATbar
“It worked because I didn’t come at it from the dyslexia standpoint, I just stated it is a useful tool and showed them [trainers] how it worked. They then played with it and found that the background made it easier so it was through their own learning and experimenting not through me dictating… Having discussed with other trainers, some have offered it as a tool, others haven’t. I am going to start to create an accessibility area – that we can give to all learners on enrolment.”
Aaron Churchyard
On introducing video recordings for recap of lessons
“Feedback from the trainers who have engaged with this small project has been most positive as it has meant they were not getting as many emails or calls.”
Paul Courtney
Karen Julier and Paul Courtney describe why it’s important not to take on too much at once.
Focus on one thing
A1 provides specialist training in the health and social care sector. A1 courses are tailored to staff working in care, whether in assisted living or in group homes. Courses cover Diplomas in Health & Social Care, management of specific health conditions, statutory courses such as First Aid and Functional Skills. A1 not only provides courses for staff in the sector but also for employer training providers. Often the trainers they are teaching are sector specialists and may not have teaching qualifications.
Six Reflective Exploration projects were funded by the Education and Training Foundation (ETF) from February to March 2021. The aim of the projects was to help teachers and trainers in six organisations to develop their digital skills by engaging with the resources and communities of practice on the Enhance Digital Teaching Platform. The projects were focused, in particular, on the opportunities for skills development and pedagogic dialogue around submission and sharing of reflections and resources to gain digital badges.
Practitioners worked in groups of up to three supported by a Project Lead, who was also involved in the reflective CPD process. All projects were supported by an ETF EdTech Mentor. Projects were invited to focus on one of the following six themes:
Participants produced reflective diaries and short videos to record their CPD experience and the impact on their practice. Feedback from the project is being used to help refine and develop the badging and community of practice models on the Enhance Digital Teaching Platform.