Most providers have very clear organisational aims and objectives but these do not always include use of digital technologies as an integral element or as a strategic enabler. 

In their response to the report of the independent panel on technical education (April 2006), the post-16 skills plan (July 2016) published by the Department for Business Innovation and Skills and the Department for Education recognises the importance of digital skills, stronger links to the world of work and the need to ensure all paths are open to learners “regardless of gender, race, disability, sexual orientation, sexual identity or any other factor beyond their control” as important contributors in growing the economy, raising productivity and ensuring prosperity and security for individuals.

Meeting these ambitions of keeping pace with technological change, developing the digital capacity of providers along with digital capabilities of staff and learners and using technology to overcome barriers requires vision and leadership.

“Digital isn’t just nice to have. It’s a necessity in the modern world. A digital strategy that unifies effective use of technology to enhance teaching, learning and assessment, and makes processes more effective and efficient, is a must for providers to deliver for learners and stay competitive”
Allen Crawford-Thomas and Mark Ayton, Jisc subject specialists (strategy and business process)

Vision and leadership

Clear and committed leadership is essential to address the range, complexity and inter-relationship of challenges providers face when developing or extending the use of digital technologies. A traditional IT strategy may address the purchase and maintenance of equipment but perhaps may not fully anticipate how, when and where the equipment will be used for learning, thus inadvertently limiting or creating barriers to more empowering use. 

A digital strategy that focuses on use of technology to enhance learning and build organisational capacity requires vision, leadership and drive along with robust and ongoing communication to promote the purpose and anticipated benefits. 

What is the digital advantage?

The cost of purchasing and implementing technology along with associated staff training requirements is often cited as a barrier and yet, there are some significant benefits that digital interventions are uniquely placed to support. When integrated effectively, technology can:

Enhance learning and support digital inclusion

Interactive learning resources, catch-up or revision activities, extending learning, supporting differentiated and self-paced learning, engaging and connecting remote learners, using technology to overcome disabilities that may otherwise hinder learning are just some of the learning gains that technology can offer. 

See embedding technology within inclusive curriculum and assessment practices and our blog post on leading by example – embedding accessibility in strategy and policy.

Improve learners’ employability prospects by providing authentic learning experiences using industry standard hardware and software

Not all learners have their own equipment or access to the digital tools and resources they need. At one end of the scale, learners may simply need access to the internet or skills development to use the internet to complete a job search or to create a CV using standard business software. At the other end of the scale, there will be learners for whom employment, or progression in employment, is dependent on gaining expertise and experience of specialised technologies. 

Digital technology is enmeshed in so many aspects of our social and working lives that learners and their employability prospects are disadvantaged without access, support and training. Our quick guide on how to develop your students’ employability skills through technology suggests five key ways you can use technology to support employability.

Improve quality assurance processes

Online and cloud-based systems can provide access to quality assured resources for learners and staff. E-Portfolio systems can reduce paperwork, make more effective use of tutor/assessor time with learners and improve the transparency of the assessment process. See our guide to getting started with e-portfolios. 

Access to live retention and achievement data means that managers are better able to monitor and manage the progress and completion targets of individuals and groups.

Build organisational capacity and streamline business processes

With many providers operating from multiple centres or supporting learners in a variety of locations, good communication is essential. Reliable access to the internet saves time and money and ensures staff can access standard documents, policies and guidance. Reports can be filed online and data updated. 

Data is secure and readily available, minimising loss and delays as well as providing a clear audit trail. Web conferencing software facilitates new, cost-effective opportunities to connect geographically dispersed individuals for training, meetings and collaborative working practices. 

Next steps

Does your digital strategy meet your current and future needs?

In their blog post, questions you need to ask when developing a digital strategy, Jisc subject specialists Allen Crawford-Thomas and Mark Ayton offer their advice and guidance. The blog also includes links to a variety of useful tools to help you develop a strategy appropriate for your organisation.

If you anticipate any programme or curriculum changes such as the reforms to apprenticeship frameworks it would be prudent to consider the impact of these in regular reviews of your digital strategy.

Who should contribute to the strategy?

The simple answer is that all stakeholders should be involved in developing the strategy – senior managers, learners, staff, employers, partner agencies and any others appropriate to your situation.  The resources used to conduct learner focus groups for our 2015-16 skills digital student study are available for others to use and adapt. Our guide to developing successful student-staff partnerships provides more extensive guidance.

Support from Jisc

Your account manager can offer local support on a range of topics and will be able to help you to access national or regional stakeholder forums, Jisc solutions, community engagement activities, subject specialists to provide practical support and guidance, and events and training opportunities.

Blog posts from our accessibility and inclusion subject specialists

• Integrating inclusive practice into your ILT strategy
• Leading by example – embedding accessibility in strategy and policy
• Turning inclusive policy into accessible practice

Intelligence gathering tools to support strategy development

Our student digital experience tracker allows universities, colleges and skills providers to:

• Gather evidence from learners about their digital experience, and track changes over time
• Make better-informed decisions about the digital environment
• Target resources for improving digital provision
• Plan other research, data gathering and student engagement around digital issues
• Demonstrate quality enhancement and student engagement to external bodies and to students themselves

Leadership development opportunities

• Jisc digital leaders programme
• Oxford Brookes University open access course developing leaders for a digital age
• In mastering the governance of technology for learning, Heart of Worcestershire College have created an engaging online learning resource pack. While this is aimed at college governors the material is applicable to a wider audience in the skills sector

Strategy development

Our online guide to enhancing the student digital experience includes a section entitled take a strategic approach to developing the student digital experience.

Guidance and support for apprenticeship reforms

• The Education and Training Foundation Future Apprenticeships programme
• Future apprenticeships portal. Commissioned by the Education and Training Foundation and delivered by the Association of Employment and Learning Providers (AELP)
• Government guidance on apprenticeships and traineeships for FE and skills
  ​

Our research shows that learner expectations of the digital environment are relatively modest. Their top digital priorities are access to reliable internet and wireless networks (wifi) that always work along with sufficiently powerful laptops or devices loaded with current industry-standard software and accessible printers.

Of course, it isn’t quite that simple – there are legal requirements and other considerations to take into account. While this can seem overwhelming you don’t have to tackle everything at once and can adapt the advice below to your needs and your situation as part of the development of your digital vision and strategy.

“You can provide the best kit in the world but if you can’t get a high speed connection there is a problem.”
Gail Rochelle, business operations director, Eat That Frog community interest company

Fundamental considerations for building your digital environment

Connectivity

Connectivity is key – learners and staff need to be able to access wifi in learning centres, community centres and workplace settings. Where premises are owned by other organisations, or where wifi is provided by another party, there need to be clear agreements that address issues such as responsive support in case of failures in broadband and filters that restrict access to learning content. Reliable connectivity opens up a broad range of digital opportunities and solutions including the use of cloud-based systems and apps that, for example, do away with the need to transport and set up heavy equipment like data projectors.

Virtual learning environments (VLEs)

Our study revealed that VLEs and other online learning platforms are often underused or not used effectively. VLEs can provide access to quality assured resources, extend opportunities for learning and assessment, as well as enable learners and staff to share, collaborate and communicate with peers and those who are supporting them in their learning. See our guide to technology and tools for online learning which includes a section on virtual learning environments. 

Information should be kept up-to-date, and be presented in an accessible manner. Responsive engagement and support strategies are also essential. Staff may require training and support to assist them to make the most effective use of online platforms. See our guide to creating blended learning content. Some providers are collaborating with other skills providers to reduce costs by sharing one platform and co-developing resources and approaches.

E-portfolios

E-portfolios are growing in use and popularity. Some skills providers have commissioned bespoke solutions. Where e-portfolios are used effectively providers are reporting greater learner engagement and an increased sense of learners taking ownership of their own learning. Efficiencies in terms of how staff are using their time to provide more tailored support and improved quality assurance and progression monitoring are also being reported. See our quick guide on getting started with e-portfolios or our detailed e-portfolios guide.

Access to technologies

Not all learners have personal or work-based access to the hardware and software they are likely to encounter in the workplace. Learners need time to reinforce their learning and to practice independently so wherever possible, access to appropriate technologies should be provided beyond more formal learning sessions. Where the cost of specialist hardware and software is prohibitive providers should look to develop partnerships with appropriate employers.

Overcoming estates restrictions

There are some work place environments where access to technology and digital devices has traditionally been considered unsafe, for example, workshop environments where staff feel that health and safety may be compromised by introducing digital devices or environments where the devices may be considered as at risk of being damaged.

These perceived limitations can be overcome with care, creativity and the introduction of appropriate working protocols. Benefits include learners being able to problem solve independently and move forward in their learning without waiting for staff intervention. Consideration also needs to be given to where devices will be used, stored and how and where they will be powered and recharged.

Bring your own device (BYOD)

One potential solution to the cost of providing equipment is to encourage learners to use their own technologies (often referred to as BYO or BYOD – bring your own devices). This has the advantage of learners using devices they have chosen that meet their particular needs. Issues such as equality of access and the extent that staff can be expected to support users working on a variety of devices may need to be addressed along with the provision of secure storage places and recharging stations.

Providers are urged to consider developing BYO policies if they haven’t already done so. See our section entitled develop coherent bring your own policies within our guide enhancing the student digital experience: a strategic approach.

Go mobile

Many learners own mobile devices and these offer great versatility in terms of providing personal access to a wide variety of functions as well as the ability to record and submit evidence. If you are encouraging use of own devices or using mobile technologies as part of your provision you will need to ensure your content is mobile compliant, displays well on a range of devices and meets accessibility requirements. See our comprehensive guide on mobile learning.

Legal requirements

Compliance with legal and data security requirements is a given. We offer several online guides on topics such as networking, computers and the law. See our full suite of legal guides.

Next steps

Moving forward in terms of developing the robustness of the digital environment is one aspect of developing your digital vision and a corresponding digital strategy. Questions you may ask include:

• How reliable is your connectivity?
• What technologies do you already have and what technologies do you need to support curriculum delivery and assessment?
• What do your learners and staff need and want to be able to do?

Look to the future – stay informed and keep abreast of new technologies and innovative practice by visiting our news section which includes advice on how to join mailing lists that match your interests, follow us on social media and subscribe to our podcasts. Our blog is a good way of reading informed articles and accessing resources.

You may like to consider doing a SWOT analysis to draw out the strengths, weaknesses, opportunities and threats relating to the digital environment you currently offer before browsing some of our guides on suggested topics in further resources for building a robust digital environment.

Online learning

• Our guide to creating blended learning content
• Our guide to scaling up online learning
• Our guide to technology and tools for online learning have a section on virtual learning environments
• Our blog post on understanding the who, what and how of online learning (September 2016)

Bring your own (BYO)

• Our blog post on Bring your own device (November 2012)
• Section on Develop coherent bring your own (BYO) policies in our guide to enhancing the students’ digital experience: a strategic approach
• See relevant legal guidance below

E-portfolios

• Our guide to getting started with e-portfolios

Mobile learning

• Our guide on mobile learning: a practical guide for educational organisations planning to implement a mobile learning initiative
• See relevant legal guidance below

Legal guidance

We've produced several guides that may be of interest:

• Equality disability and the law
• Networking, computers and the law
• Risk, liability and mobile devices
• Security, mobile devices and data protection
• Your students, mobile devices, law and liability
• Your staff, mobile devices, law and liability
  ​

In common with previous studies, our research shows that learners’ digital experiences are strongly influenced by the confidence and capabilities of their teachers. This makes focused and flexible continuous professional development (CPD) for staff a key priority.

Staff operate in an increasingly pressured environment where time is scarce and schedules make it difficult to identify the optimal time to deliver staff training. Adult and community learning service providers tend to employ quite large numbers of part-time and casual staff which can cause logistical issues when planning CPD.

Staff working for training providers may be experiencing changes in role or priorities as the new apprenticeship frameworks come into operation and the introduction of end-point assessments signal a reduced focus on assessing and an increased emphasis on tutoring and mentoring. 

Developing a model of CPD that makes a difference to learners and is effective in helping staff to embed digital technologies within their practice is obligatory given the potential benefits. Ensuring it is both affordable and sustainable is possible if you harness the general willingness and commitment of staff and combine this with proven and successful CPD strategies.

“Flexibility is key. Tutors receive support wherever, whenever and for whatever they want to do – it is important that tutors feel in control of own learning.”
Ruth Mable, senior manager of Derby Adult Learning Service

Making CPD count: peer learning and partnership

There are many peer learning models that have successfully been used to maximise the efficacy, reach and impact of CPD initiatives. These include mentoring, coaching, communities of practice, collaboration and networking with subject specific groups or neighbouring providers addressing similar problems. Communities of practice vary in size and range from large scale and open networks to small groups. Some use specific strategies such as teaching squares as a means of learning from each other or focused team and action learning projects that draw individuals together and that operate within a clear, structured framework. 

Less sustainable, although often found, are enthusiastic individuals who create pockets of effective practice. While these enthusiasts, or champions, may have some influence on immediate colleagues, unless the roles are formally recognised, supported, resourced and deployed in a strategic manner they are likely to struggle to reach and have an impact on significant numbers of people, irrespective of how valuable their practice is.

Our work with students as agents of change through our change agents’ network shows how powerful partnerships between learners and staff can be. Learners are often willing to support staff who lack digital expertise. See our guide to developing successful student-staff partnerships. After all, collaborative learning is a strategy we encourage our learners to embrace – the advantages just as easily transfer to staff and mixed groupings of staff and learners.

Peer learning is an overarching model that can support each of the following suggested CPD strategies.

Prioritise accessibility

Making reasonable adjustments to ensure learning is accessible is a legal requirement under the Disability Discrimination Act (2005). Ensuring all staff who directly teach, train, assess or support learners are aware of the benefits and potential of assistive technologies will help your organisation to meet these legal obligations. It will also remove unnecessary barriers that prevent learners and staff from achieving their full potential. See our quick guide to getting started with accessibility and inclusion and the section entitled deliver an inclusive digital student experience within our guide on enhancing the student digital experience: a strategic approach. 

Learning how to use, and support use of, an assistive technology can be a practical CPD activity. If different staff members choose to select differing technologies and share their knowledge and practice, then the organisational capacity to provide accessible and inclusive learning is significantly enhanced. 

Support the use of virtual learning environments (VLEs)

Feedback from our study indicates that CPD initiatives aimed at increasing effective use of virtual learning environments (VLEs) are an important area of teaching practice. Using VLEs as the platform for CPD activity can further embed their use and develop staff capabilities. Providing guidance or set standards that stipulate minimum content can help staff. As can offering structured templates designed to help staff meet these standards. 

Sharing examples of effective practice, interactive approaches to learning, learning resources and creative ways of engaging learners can inspire staff. All of these activities will contribute towards improving quality and performance. 

Prepare for 'bring your own devices' (BYOD)

If you decide to promote use of ‘bring your own devices’ (BYOD) to learners it is important to factor in corresponding support for staff so that they too can become proficient in accessing learning facilities independently. With encouragement, they will naturally cascade and share their knowledge and expertise with learners.

Provide incentives for staff

Support and incentivise staff to develop digital capabilities. For many staff, the desire to improve their practice is intrinsically motivated, but reward and recognition are always appreciated and need not be costly.

Leadership led initiatives such as the Welsh government and Qualification Wales’ decision to replace ICT functional skills with a digital literacy qualification can fast-track digital capabilities. As part of the change management process, Welsh government and Qualifications Wales developed and funded a mandatory train-the-trainer programme for staff. This has started to transform practice as Wales now has a growing body of digitally literate tutors, trainers, assessors and verifiers who are able to support their learners to develop their own digital capabilities as they work towards the qualification.

The under-used potential of coaching and mentoring

“Despite the existence of pockets of excellent mentoring and coaching, it is clear from our research evidence and that provided by earlier studies that – across the FE and skills sector in England – most institutions are failing to realise the potential of mentoring and coaching for supporting the personal learning development and wellbeing of their teachers, and they (and the sector and society as a whole) are thus missing out on the associated resultant benefits of such support, notably for teacher retention and student learning"
Wang and Odell, 2002​; Hobson et al., 2009a1

Next steps

• Encourage and support staff to develop their digital capabilities. See our building digital capability project page and our guide to enhancing the student digital experience: a strategic approach which includes a section entitled support students and staff to work successfully with digital technologies. 
• Explore opportunities to make learning more accessible and inclusive. Our guides to getting started with accessibility and inclusion and using assistive and accessible technology in teaching and learning offer advice, guidance and links to further resources.
• You may already use peer learning strategies as part of your approach to CPD. How extensive is this? Could you do more? Are there further opportunities for staff and learners to work collaboratively to develop their skills, ability and confidence in using technology to enhance learning?
• Small steps can be very powerful and make a big difference. Are there opportunities to engage staff in the design and experimentation processes of digital initiatives? Activities such as creating subject resources or investigating specific technologies will engage staff in active learning and pedagogic discussions as well as secure buy-in. 
• How best can you convey to staff the importance of them developing their digital capabilities? Are support options clearly signposted and easily accessible? If you use an online learning platform do you have an area devoted to the development of staff digital capabilities with links to freely available independent-study options? (see further resources for developing staff digital capabilities)

Accessibility and inclusion

• Our accessibility blog – explore the blog for a wide range of recommendations and case studies
• Our guide to enhancing staff support for learners with disabilities
• Our guide to enhancing the student digital experience: a strategic approach includes a section entitled Deliver an inclusive digital student experience 
• Our quick guide to getting started with accessibility and inclusion
• Our blog post on how you can make resources accessible for those with disabilities
• Our guide to meeting the requirements of learners with special educational needs

Change agents and staff-student partnerships

• Jisc change agents’ network
• Our guide to developing successful student-staff partnerships 
• Our quick guide to getting started with staff-student partnerships

Digital capabilities

• Our building digital capability project
• Our guide to creating blended learning content

Legal guidance

• Our guide on your staff, mobile devices, law and liability

Online CPD resources to support the development of digital skills

• FutureLearn: Blended Learning Essentials: Getting Started and Blended Learning Essentials: Embedding Practice. This free, two-part Massive Open Online Course (MOOC) was particularly designed for the vocational education and training sector to promote effective practice and pedagogy in blended learning.
• Learn My Way by the Tinder Foundation is a free online resource designed to help people to develop and improve their digital skills. The Learn My Way platform boosts accessibility and engagement. See also Online Centres Network to find a tool to help you do more with digital.

The Learning Futures Programme (2014-2015) led by the Education and Training Foundation commissioned 17 projects to develop CPD resources for staff, leaders and governors to increase their skills and confidence to get the most from learning technologies. Some of the CPD projects and outputs you may find useful include:

Appropriate for all providers

• Westminster Adult Education Service: Let’s do media

Specifically relevant to ACL providers

• Gateshead Council: NETSPass North East Tutor and Student Passport
• Workers Education Association: FIT Governance

Specifically relevant to training providers

• Association of Colleges Eastern Region (ACER): Digital approaches to English and maths with traineeships and apprenticeships
• PETA Training and consultancy services: Video learning for engineering apprentices
• Open University: Suitable for staff and students, Being Digital: Skills for Life Online is a suite of over 40 short, easy to follow online resources, each less than 10 minutes long. Designed by the library services team at the Open University, they can help you develop essential skills for study, work and lifelong learning. Resources can be accessed through the A-Z index or users can take a short self-assessment linked to four themed pathways.

All of the learners that took part in our study welcomed the opportunity to engage in discussions about how improved use of digital technologies could enhance their learning experience. 

They were keen to share their views, some commenting that they hadn’t previously had this opportunity. Some felt that even when their views on technology are sought their concerns are not always valued. In terms of partnership working, learners in the skills sector remain a largely untapped resource and there is more that providers can do to increase active engagement.

Our work in supporting learners and staff in other sectors through our change agents’ network has shown that there are many opportunities for learners to contribute when it comes to using digital technologies to support learning. These include interventions such as learners:

• Highlighting areas where they feel technology can provide a solution to a particular problem they are experiencing
• Working with staff to co-create resources
• Sharing their digital expertise
• Actively becoming involved in the planning and implementation of new initiatives
• Participating in quality assurance processes

We also found that learners need support and guidance to actively and effectively engage in partnership activities, but that with carefully chosen engagement strategies, they quickly add value to initiatives, grow in confidence and develop key employability skills.

“We trialled the resources we created with 30 students. The vast majority of learners liked them. They said that the resources meant that they could access guidance on-demand without having to wait for an assessor to visit them.”
Philippa Wood, cydlynydd DP/CPD coordinator, Network Training Services Ltd

Moving from feedback to active learner engagement

Asking learners for feedback at the end of units, modules or the end of a course is standard practice but response rates can be low and the instruments used to gather the data may limit the depth, richness, value and usefulness of that feedback.

Promote and support the development of students’ digital literacy skills

One of the most significant ways of making sure your learners are in the best position to use digital tools effectively to support their learning and to actively participate in dialogue about their use, is to promote and support the development of students’ digital literacy skills. This should include guiding learners to ensure they know how to stay safe while working online, can develop a personal digital profile, recognise their current skills and make plans to develop these to meet their personal and employment needs.

While many learners appear to be able to use technology with ease and confidence it should not be assumed that they will naturally know how to apply this to a learning or work-related situation.

Speak to learners about their digital experiences

This is a key step to empowering learners to make changes. Ask them about their experiences and expectations and tell them how technology will feature in their learning with you, explaining the purpose and contextual relevance. It is not unrealistic that today’s learners will have a concept of a digital entitlement and expect digital experiences to be routinely included within their learning programme, particularly those that they are likely to encounter in the workplace.

When developing procedures for identifying learners’ digital skills and expectations it is crucial that providers listen to what learners say and take their contributions fully into account. The processes must be trustworthy and give learners confidence that their contributions are valued.

Maintain communication after consultation and make sure you let learners know what action has been taken in response to their feedback. Where it is not possible to accommodate expectations let them know why something is not possible and work with them to find alternative solutions.

Strategies such as focus groups, collaborative projects and student representation on interview panels are some of the successful approaches used by other providers. See our case studies on students as agents of change for further inspiration. Investigate options for online engagement where learners and staff find it difficult to meet face-to-face and read our report on what makes a successful online learner.

Throughout the summer of 2016 we encouraged digital learners to tell their stories and describe their learning journeys with technology. Similarly, in our ongoing work to investigate students expectations of the digital environment we are asking online learners to tell us their digital story – visit the project blog to follow progress on these two pieces of research.

Get learners involved in the process

Learners from earlier studies report that participating in learner engagement activities has a positive impact on their confidence, their skills development and their employability prospects. Find out more about the benefits of student-staff partnerships and learn more about our work on the role of technology in supporting the development and communication of students’ employability skills.

Reward students by recognising and promoting their successes

The most useful recognition for learners is a tangible record that can be used to showcase their achievements to potential employers. Some providers have created their own awards schemes and certificates to formally credit achievement over and above learners’ main qualifications. Others are looking at how open badges can provide a portable and electronic record of achievement. Vouchers and bursaries have been a traditional way of demonstrating appreciation for active engagement and contribution. 

Other ways of recognising and promoting learner success, while at the same time, developing and showcasing their employability skills, include inviting learners to co-present at events both within and outside of your organisation.

Next steps

How effectively do you capture and develop learner feedback? Why not try some of the tools and resources designed to open up dialogue that are available from the digital student project blog. Posters and card sort activities generate a lot of rich discussion and insight into learner views while our student digital experience tracker offers a comprehensive online data capture option.

What digital capabilities do your learners need to thrive in the workplace and in their personal and community lives? Are there unexplored opportunities to promote and develop students’ digital literacy skills within the learning experience you offer your learners? See our section on embedding technology within inclusive curriculum and assessment practices.

Change agents and staff-student partnerships

• Jisc change agents’ network
• Our guide to developing successful student-staff partnerships 
• Our quick guide on getting started with staff-student partnerships

Employability

• Our quick guide develop your students’ employability skills through technology
• Our developing student employability project with access to the full report, quick-read version, case studies from higher and further education and the employability toolkit

Learner engagement resources

Key outputs from the digital student skills study include resources for conducting a student focus group.

‘Listening to learners’ resources

• Enhancing the digital experience for students’ cards
• Digital students are different posters
• NUS benchmarking tool – the student digital experience
• Using social media to engage learners in conversations about their learning

Online resources to support the development of digital skills

• Learn My Way by the Tinder Foundation is a free online resource designed to help people develop and improve their digital skills.  The Learn My Way platform boosts accessibility and engagement.
• Open University: Suitable for staff and students, Being Digital: Skills for Life Online is a suite of over 40 of short, easy to follow online resources, each less than 10 minutes long.  Designed by the Library Services team at the Open University, they can help you develop essential skills for study, work and lifelong learning.  Resources can be accessed through the A-Z index or users can take a short self-assessment linked to four themed pathways.
• The student guide to social media created by the libraries of Leeds, Manchester and York universities – an interactive online guide.
• The Wales Essential Skills Toolkit (known as the WEST Toolkit) offers a screening test to assess users starting levels in digital literacy and other essential skills and provides access to resources to support learners to develop their skills, knowledge and understanding.

Legal guidance

• Our copyright guide for students

“Over the past year we have been developing our delivery of functional skills for apprentices through technology and have built an in-house VLE (currently populated with ICT and maths resources) and an online delivery programme for maths and English. Our experiences so far show that this has enriched the learning experience – we are better able to provide differentiation, tutors can direct students to appropriate resources and give more one-to-one time to others.”
Claire Foxley, chief executive, The Royal Artillery Centre for Personal Development

A concept of digital entitlement

With exposure to technology in almost every aspect of our daily lives, learners expect their programmes of learning to routinely include digital experiences that reflect workplace practices. Some of the digital advantages of doing so are outlined in our section on developing your digital vision.

Our research has shown several key challenges that underpin the ability of staff to use digital technologies effectively within the curriculum, many of which have been referenced elsewhere in this guide:

• The environment must be capable of supporting a digitally enhanced curriculum
• Staff need the skills and confidence to make the most of the technologies available
• Learners have much to contribute if they are appropriately engaged and empowered
• Bringing all of these aspects together requires a holistic approach to developing your digital vision and strategy

Three elements that significantly contribute to successfully embedding the use of technology to enhance learning are:

• Curriculum design
• Assessment and feedback
• Inclusive practice

We provide extensive guidance on each of these topics based on research and can offer practical examples of how others have used technology to address specific challenges. 

Curriculum design

The range of available technologies presents almost limitless opportunities to embed technology within the curriculum. The purpose and pedagogical intent must be clear, the application relevant and authentic. 

The case studies below and elsewhere in this guide show how providers are using technology to extend learning, engage and motivate learners, create collaborative learning experiences for learners working from different locations, provide opportunities for learners to practice and develop their skills, record achievements, fit learning around their work and other commitments and receive responsive support. 

Some of the cases studies include examples of providers who are creating their own digital resources for learners. This can address gaps in content for specialist curricula and also offers a powerful, project-based approach to develop staff digital capabilities and engage staff in embedding digital activities within their practice. 

However, there are also many ready-made digital resources that are available and designed to serve common curriculum needs. These include resources created by funded programmes and projects such as the Education and Training Foundation Learning Futures programme, open educational resources (OERs) - resources designed by their creators to be publicly shared, resources created by communities of practice or collaborative consortia such as the Blended Learning Consortium as well as those commercially produced. See further resources for a small selection of links to learner-focused digital resources.

The case studies below are just a few examples of effective practice. Our section deliver a relevant digital curriculum within the guide to enhancing the student digital experience: a strategic approach offers further guidance, links to resources and case study examples drawn from further and higher education. 

Assessment and feedback

Our e-assessment survey report (pdf) published in May 2016 researched use of e-testing, technology-supported formative assessment, e-portfolios and tracking systems across the FE and skills sector.

From this, we know most FE and skills organisations are using technology in assessment on a day-to-day basis, but the impact is limited. Our blog post technology-enhanced assessment and feedback in further education and skills – how is the sector doing? discusses the main issues and signposts further guides and resources. 

Inclusive practice

Inclusive practice involves providing content that is accessible to as many people as possible, ensuring that a diverse range of students can use, access and contribute to it in a meaningful way. 

Our guide to getting started with accessibility and inclusion provides an introduction to this topic while the section on deliver an inclusive digital student experience within the guide to enhancing the student digital experience: a strategic approach offers further guidance, links to resources and case study examples drawn from further and higher education. 

Next steps

The way you use technology can be tailored to meet the specific needs of your learners and to overcome areas that you identify as requiring improvement. You may wish to consider:

• What learners find difficult? Perhaps a particular topic or skill, continuing/reinforcing learning beyond taught sessions, or managing their own learning? Data, observation and discussions with learners can identify problem areas and also provide an opportunity for learners to contribute their own ideas on how technology could be used to solve these.
• Similarly, are there any common problems identified by staff that digital interventions could address?
• If you have online systems such as VLEs or e-portfolios you may wish to consider how effectively these are being used to support learning or how good practice can be amplified or further developed. Are the resources offered of a consistently high standard across all programmes of learning and if not, how best can this be addressed? How is technology used to support formative and summative assessment and feedback?
• Can technology help you to support differentiation and to make your curriculum offer, the learning experience you offer and your learning resources more accessible and inclusive?
• Can you identify any changes in approach using technology that would free up more time for group or one-to-one support?

Curriculum design

We have a number of guides that may be of interest:

• Creating blended learning content
• Curriculum design and support for online learning
• Enhancing the student digital experience: a strategic approach includes a section entitled Deliver an relevant digital curriculum
• Develop your students’ employability skills through technology
• Scaling up online learning
• Technology and tools for online learning has a section on virtual learning environments

Our e-books for FE service offers a collection of free e-books for all UK further education colleges

Assessment and e-portfolios

Our guides:

• Enhancing assessment and feedback with technology: a guide for FE and skills
• Getting started with e-portfolios
• E-portfolios

Accessibility and inclusion

• Our accessible organisations blog
• Our blog post on how you can make resources accessible for those with disabilities

Our guides:

• Enhancing staff support for learners with disabilities
• Enhancing the student digital experience: a strategic approach includes a section entitled Deliver an inclusive digital student experience 
• Getting started with accessibility and inclusion
• Meeting the requirements of learners with special educational needs

Learner-focused digital resources

A small selection of links designed to highlight the availability learner-focused resources that may be of interest to skills providers:

• Being Digital: Skills for Life Online is a suite of over 40 short, easy to follow online resources, each less than 10 minutes long. Designed by the library services team at the Open University, they can help you develop essential skills for study, work and lifelong learning. Resources can be accessed through the A-Z index or users can take a short self-assessment linked to four themed pathways.
• Interactive resources for English (Literacy), maths (numeracy), English for Speakers of Other Languages (ESOL) and Information Technology (IT) from the Excellence Gateway.
• Interactive resources to support Core Skills from Education Scotland
• Learn My Way by the Tinder Foundation is a free online resource designed to help people to develop and improve their digital skills.  The Learn My Way platform boosts accessibility and engagement. See also Online Centres Network to find a tool to help you do more with digital.
• The Wales Essential Skills Toolkit (known as the WEST toolkit) offers a screening test to assess users starting levels in digital literacy and other essential skills and provides access to resources to support learners to develop their skills, knowledge and understanding.