Birmingham Adult Education Service (BAES) led one of five Essential Digital Skills Champion projects funded by the Department for Education and supported by the Education and Training Foundation (ETF) which took place over six months from October 2021 to March 2022.
The aim of the programme was to provide an opportunity for different types of learning providers across the FE and Training sector to explore opportunities around the new Essential Digital Skills (EDS) qualifications at Entry 3 and Level 1 based on the national EDS standards for life and work introduced in 2019. BAES has started to deliver EDS qualifications. At the time of writing (March 2022), BAES has supported 137 learners at Entry 3 and 120 learners at Level 1.
Part of the EDS Champions programme entailed running a Reflective Exploration project in which tutors could try out new approaches to digital skills delivery based on the national standards, critically reflecting on what worked and did not work. This is the story of BAES’ Reflective Exploration project involving practitioners from the ESOL team.
The aim of BAES’ Reflective Exploration project was to help ESOL tutors develop the confidence and digital skills to enable their learners to access online learning resources, become more confident and prepare to enrol on the EDS Entry 3 course. Early anecdotal evidence suggests that linguistic low levels of literacy can be a barrier preventing ESOL learners from enrolling and succeeding in the EDS qualifications at Entry 3.
Although the official EDS Standards are not currently part of the BAES ESOL programme of study, the team aimed to embed the five EDS elements in their ESOL curriculum:
Furthermore, the team wanted to highlight any challenges encountered, as well as provide the organisation with possible solutions and recommendations.
Overall, the aim was to test out the hypothesis that it is helpful for ESOL students to be taught basic digital skills by their own tutors, rather than ICT specialists or on a discrete course.
Sameena Asmat, Head of Faculty Vocational Skills, Digital Inclusion & Employability at BAES, sets the scene.
Participants were supported by ETF Mentor Mary Moss.
Key learning points
The following learning points have emerged from the four explorations below.
The following learning points have emerged from the four explorations below.
Live Chat with Anke Jacobs on ‘Digital terminology for ESOL learners’ (post by Anke Jacobs on the ETF community of practice, with video and resources)
Live Chat with Anke Jacobs on ‘Embedding Essential Digital Skills into English grammar practice’ (post by Anke Jacobs on the ETF community of practice, with video and resources)
Exploring Digital Teaching Tools session on ‘Password checkers and managers’ (post by Nick Jeans with video and resources)
Resources
In the Reflective Explorations, the two ESOL tutors introduced their learners to a variety of devices, procedures, applications and terminology to help them build their skills and confidence. Drawing on some of Vygotsky’s research[1], the tutors wanted to take the fear and mystique out of IT by providing learning opportunities with tutor and peer tutor support. The tutors wanted to instil a sense of pride and achievement in their learners, as well as confidence and competency to access ESOL learning resources on the Moodle VLE and to use other digital applications and basic office software.
In order to further their own professional learning, the practitioners self-assessed their confidence to teach EDS using the self-assessment tool on the ETF’s Essential Digital Skills website, which signposted them to relevant short online training modules on the platform. They gained digital badges as they completed modules that provide teaching exemplars and ideas for further resources. The tutors met regularly with the EDS Champion and Project Lead Anke Jacobs and the ETF Mentor Mary Moss. They also shared what they were learning with others outside their organisation on the ETF’s online community of practice and in a number of CPD events. The EDS Champion worked closely with another EDS Champion, the WEA, to share ideas.
[1] Vygotsky, L S, 1978, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press
“I am a Level 1 ESOL tutor, in my first year of teaching ESOL. I have 3 Level 1 groups with 6 to 11 learners in each aged from 22 to 55. Previously I taught at secondary level and with that demographic, they are typically very skilled in their digital skills.’
Anisa decided to focus on helping learners to overcome barriers to accessing the BAES’ digital platforms for learning and tracking – relating to the ‘Using devices and handling information’ skills area in the Essential Digital Skills national standards:
“One thing that has become evident to me in my short time here is that learners find it very difficult to access any of the organisation’s online platforms. For example, uploading work on to Moodle or checking their targets on eTrackr, then they have difficulty accessing it on another device.
I want to produce flow diagrams to help learners access online platforms. As they are ESOL learners, I would like to use a lot of images and very few words. So, when learners are having trouble accessing anything I can give them a flow diagram rather than talking them through it repeatedly and then they can access these platforms independently.”
Anisa tried a range of approaches and found that learners’ confidence and skills in using devices and handling information was much lower than she had anticipated. This prompted her to adapt her practice and try different approaches which helped to overcome the barriers.
Helping students to log on to eTrackr:
Some learners did not know how to access the organisation’s WIFI – Anisa realised this needed to have been the first step. Once they succeeded, students were pleased to be able to update their career goals independently. For future courses Anisa decided to produce a guide for learners on how to access the WIFI and a guide on how to log on and use eTrackr.
Helping students to access and upload work onto the Moodle VLE:
Anisa switched to student mode on her laptop and talked the learners through it. The problem then arose that the mobile app version is different from the web page, so the students could still not upload. Anisa showed the more confident learners what to do, and they became ‘champions’ helping other learners in class, as well as those who needed to catch up if they had been absent. Anisa was then able to direct learners to champions, saving time having to go through things repeatedly. Anisa noted that the champions also felt a sense of pride and achievement. All the students started accessing and uploading their work on Moodle. Anisa decided to identify potential champions earlier on in future courses and to create a flow diagram guide showing learners how to upload their work using multiple devices.
“When I have my new group of learners, I will have guides readily available for them, which I can share during their induction and spend time making sure learners are comfortable with using Moodle from the beginning, so that it becomes a ‘normal’ practice for them.”
Switching from phones to PCs:
Anisa took a Level 1 class in the computer room using PCs but found that learners struggled to log on and access their email to undertake the task. They did not know how to use the taskbar, so they could not switch between applications. When accessing a web page, they did not know how to switch between web pages. Only one student was able to complete the task. Learners found it difficult as they were used to accessing the internet on their phones and not on PCs. Some learners were unfamiliar with PowerPoint.
Switching from Zoom to Teams for tutorials:
Learners had to switch online learning platforms to Teams. Anisa anticipated problems and created a flow diagram guide on how to access and use Teams on both a phone and a laptop. She started a Teams call in the lesson and put it on the board and told her learners that they would achieve their outcomes when they joined the call and saw their name on the board. When they could see their name on the board they were very excited as they had learned to use a new digital app. There were still some issues with downloads and passwords, but the guide helped and the next day Anisa was able to all but one tutorial using Teams.
“The flow diagram worked very well with most learners as they had step-by-step instructions and then were able to help each other. However, in future, with the very low level learners, I will do it step by step with them or pair them up with a strong learner so that they have support.”
Introduction to PowerPoint with Level 1 ESOL learners:
Only one learner out of two classes had done some work on PowerPoint previously with the help of her child. Anisa had to show them how to open PowerPoint. Anticipating issues, she had prepared a key features diagram. She guided them by showing them on the board how to input text, edit it and add images. By the end of the lesson, each pair had completed a presentation with three to six slides, some of them even put a link to a video. The lesson went very smoothly, and learners made good progress. One learner said, “Now I don’t need to ask my children to help me”. The lesson worked because Anisa did not overestimate learners’ initial abilities.
Anisa decided to create a booklet with a guide to all the eLearning tools and to share this with learners during their induction.
ESOL Tutor Sophie Stewart used the online training modules for EDS on the ETF’s Enhance Digital Teaching Platform and found them helpful for providing ideas about how to teach digital skills and use technology in teaching. For example she found the video resources very useful for ESOL learners because they have subtitles and a transcript available.
Sample of a video resource that can be used with learners from the ‘Buying Online 2’ module on the EDS website
Helping learners with passwords
Sophie’s main line of enquiry was how to help students to navigate passwords and access their online accounts. Logging into class laptops and online systems was a problem for many ESOL learners, often because of their lack of keyboard skills or because of the need for highly accurate input that they were unable to provide. Sophie adapted a video resource found on the Internet about setting up and saving a safe password. She adapted and used simpler language to explain the steps. However, only one student out of six was able to access their online account. She is now thinking about creating a simulation task to help learners to practise setting up and saving passwords. One of the EDS webinars on ‘Exploring digital teaching tools’ was also focused on password checkers and managers (see Resources above).
Use of Padlet
BAES has invested in a paid licence for Padlet which is an interactive collaborative board. Padlet does not need a password and Sophie was able to provide a link to her learners to access a Padlet grammar and punctuation course page on their phones or personal emails. As a result of her EDS CPD, Sophie looked at how to extend her use of Padlet and focused on the comments function, modelling to her students how to add and edit comments to improve grammar and spelling.
Use of WordWall
Sophie uses WordWall as a game platform to set up bespoke games and provide vocabulary practice for her ESOL learners. The platform provides a wide range of interactive formats, including printable formats. Sophie printed off a multiple-choice quiz and supported students with searching for answers then went back onto WordWall to play a game to reinforce their learning.
Sophie discovered the ‘Results’ section of WordWall which analyses how learner outcomes on the game. After looking at the EDS ‘Processing Numerical Data’ module on Enhance, she realised that she could use the data from the WordWall results with her students. Using a bar chart, she developed an exercise for students that required them to discuss and answer questions about the data.
In this video, ESOL Tutor Sophie Stewart describes embedding review of numerical data in her vocabulary practice session using Wordwall.
As a result of discussing the data, some students went back into the exercise and corrected their responses to improve the accuracy of the data.
Anisa Teladia's Reflective Exploration
Sophie Stewart’s Reflective Exploration
EDS Champion Anke Jacobs talks about the findings from the Reflective Explorations project and its impact.
“The outcome of the project has shown that ESOL teachers can teach digital skills, and ESOL learners can learn these skills if the appropriate prerequisites are in place.”
“Overestimating the learners’ initial competencies led to momentary frustrations, but ultimately resulted in a deeper understanding of the learners’ problems. Over time, more learners will have acquired sufficient IT skills and terminology to embark and succeed on the EDS Entry 3 and Level 1 programmes. Consequently, they will be better equipped for life in the 21st century.”
“Reflective exploration is an effective way of achieving positive changes in professional practice. Applying Kolb’s Reflective Cycle2 stops teachers from procrastinating and helps them improve their professional practice, thus benefiting their students. Reflective exploration leads to insights and qualitative data rich in detail. If acted upon and used to improve teaching, learners are likely to learn more, and ultimately, achieve higher grades.”
[2] Kolb, D A, 1984, Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J: Prentice-Hall
Outcomes and impact
Next steps
Birmingham Adult Education Service (BAES)
BAES is one of the UK’s largest adult education services with almost 2,000 courses provided every year and taken up by around 10,000 learners. Both accredited and non-accredited programmes at Entry levels as well as Levels 1 and 2 are run from 10 main centres located all over the city. BAES aims to address social and economic inequalities, with 92% of the courses taught being in ESOL, English, mathematics and ICT. Roughly 83% of learners reside in the most deprived areas and tend to enrol initially on low level courses. Community learning courses include modern foreign languages and family learning. Around three quarters of learners are female and learners from ethnic minorities make up 75% of the adult learning programmes.
In September 2021, the ETF appointed six Essential Digital Skills Champions after a grant call:
The aim was to support colleagues from the FE and Training sector over a six-month period to focus on opportunities around the new EDS national standards. In each organisation, the EDS Champion has led a Reflective Exploration project to explore effective practice in delivering EDS qualifications and/or embedding EDS into the curriculum. The six EDS Champions have also led CPD sessions in the ETF’s national EDS programme and posted on the ETF’s community of practice for digital skills to share their experiences with colleagues across the sector. Our Newham Learning and Skills had to withdraw part way through the programme because of staff illness.