1 00:00:15,450 --> 00:00:21,900 Hello, my name's Don Passy. I'm a professor of technology enhanced learning.

2 00:00:21,900 --> 00:00:30,000 I work in the Department of Educational Research at Lancaster University in the UK.

3 00:00:30,000 --> 00:00:44,760 It's my privilege to be involved in this conference and my sincere thanks to the organizing and the program committee for this very kind

4 00:00:44,760 --> 00:00:58,350 invitation to talk to you and to be involved with you during what is clearly a significant context in the current climate that we're in.

5 00:00:58,350 --> 00:01:07,530 I've been involved in using technologies for a long time, both from a research point of view and from a practice point of view.

6 00:01:07,530 --> 00:01:16,740 And I have been interested in how technologies have evolved and how they've developed over time.

7 00:01:16,740 --> 00:01:26,310 So I'm really delighted to be able to talk to you about this topic of using new technologies for inclusive education.

8 00:01:26,310 --> 00:01:34,040 I think that it's important perhaps that we remember that new technologies are certainly very important.

9 00:01:34,040 --> 00:01:40,790 Particularly from the perspective that new technologies tend to bring and focus on communication,

10 00:01:40,790 --> 00:01:48,650 which is so vitally important in terms of being able to undertake open and distance e-learning.

11 00:01:48,650 --> 00:01:54,620 We require that form of communication and we've moved on beyond the period of

12 00:01:54,620 --> 00:02:00,380 time when we were involved in what might be called more distant education,

13 00:02:00,380 --> 00:02:05,270 where we were sending out materials to individuals to undertake.

14 00:02:05,270 --> 00:02:12,380 Fortunately, we're in a much better position now in many, many instances, but not all.

15 00:02:12,380 --> 00:02:19,190 I've also gained a lot of interest over the years in inclusive education because I do believe that technologies open

16 00:02:19,190 --> 00:02:28,550 up opportunities for inclusion of those that would normally be excluded from education and learning in some ways.

17 00:02:28,550 --> 00:02:40,700 And I certainly know that from my work with colleagues in the UPOU you have focussed on that area in terms of enabling people

18 00:02:40,700 --> 00:02:53,330 to be included within education and learning no matter where they are across the range of of islands that you have within the Philippines.

19 00:02:53,330 --> 00:02:58,460 That, of course, is also true for many other countries, too.

20 00:02:58,460 --> 00:03:07,970 So. Excuse me. So I'm going to talk about this whole area of new technologies for inclusive education.

21 00:03:07,970 --> 00:03:13,190 But also, I think we should remember the old technologies, too. They still have a place.

22 00:03:13,190 --> 00:03:21,740 Information technologies still have a part to play because we can combine them with the use of communication technologies.

23 00:03:21,740 --> 00:03:29,150 So what I'd like to talk about really are are three things. One is to talk a bit about the past.

24 00:03:29,150 --> 00:03:34,880 What do we have as the potential for technology, enhanced teaching and learning?

25 00:03:34,880 --> 00:03:36,980 And then a bit about the present.

26 00:03:36,980 --> 00:03:45,890 What has changed, particularly during the covid 19 pandemic and then to think about the future, taking forward lessons for the next phase

27 00:03:45,890 --> 00:03:53,390 as I would see it. I think that that's going to be particularly important and we do have a lot that we can

28 00:03:53,390 --> 00:04:02,630 learn from with regard to the past and the present in terms of moving forward, to put a bit of context onto it.

29 00:04:02,630 --> 00:04:09,080 There is a long history of research in the field of technology enhanced learning, in open learning,

30 00:04:09,080 --> 00:04:17,330 in distance learning, etc. And it spans certainly across a period of at least four decades.

31 00:04:17,330 --> 00:04:25,070 When we look at that evidence in the research, however, it doesn't come up with a single answer for us.

32 00:04:25,070 --> 00:04:33,890 In fact, some of the research that's been done, particularly in terms of looking at reviews across ranges of literature,

33 00:04:33,890 --> 00:04:39,320 suggests that it's not always clear that you can find a positive impact.

34 00:04:39,320 --> 00:04:47,720 And even people that have used more quantitative approaches in terms of looking at meta analysis have often found that the effect size,

35 00:04:47,720 --> 00:04:58,940 the overall effect sizes is relatively low. Something like 0.3 is what Tamim and colleagues found from their study in 2011 and subsequent studies.

36 00:04:58,940 --> 00:05:10,180 But nevertheless, if we look at earlier studies, what we often find is that we do see statistically significant outcomes in terms of effects.

37 00:05:10,180 --> 00:05:12,680 And that I think is interesting.

38 00:05:12,680 --> 00:05:22,100 And one of the things that it points to for me is the fact that at the early stages of uses of technology, we were using very specific technologies.

39 00:05:22,100 --> 00:05:26,870 They were information forms of technologies and therefore the use of them could

40 00:05:26,870 --> 00:05:33,320 be controlled very easily against experimental situations and control situations.

41 00:05:33,320 --> 00:05:44,840 So identifying statistically significant outcomes was to some extent a bit easier, whereas now I think the situation is changed is much more complex.

42 00:05:44,840 --> 00:05:50,450 So if we think about the past what we have had and I mean by the past

43 00:05:50,450 --> 00:05:56,900 up until one or two years ago, we'd have many, many technologies available.

44 00:05:56,900 --> 00:05:59,720 We're not talking about a single technology.

45 00:05:59,720 --> 00:06:06,350 We're talking about a whole range of different technologies, whether we're talking about hardware or software.

46 00:06:06,350 --> 00:06:13,820 With both of those arenas, we have very wide ranges so we can have smaller mobile devices,

47 00:06:13,820 --> 00:06:24,020 we can have larger desktop devices, we can have very large devices which will allow us to analyze vast amounts of data.

48 00:06:24,020 --> 00:06:31,760 We have software of different sorts. So the software that I'm using at the moment is is a video recording software.

49 00:06:31,760 --> 00:06:40,730 But that's one particular package that happens to be on on my system, but I have many, many others that I can choose from.

50 00:06:40,730 --> 00:06:50,860 But it means that we now have this vast variety of technologies that we can use to support, and applying them in different contexts is very,

51 00:06:50,860 --> 00:06:54,280 very important and the choice of them is very important.

52 00:06:54,280 --> 00:07:03,980 But the more we have in a sense, the more difficult that that choice can become, because we have to take different factors into account.

53 00:07:03,980 --> 00:07:10,420 And the other thing that I think we mustn't forget is that technologies being used in one temporal

54 00:07:10,420 --> 00:07:18,400 or regional context won't necessarily fit within another temporal context or another regional context.

55 00:07:18,400 --> 00:07:27,950 So we do have to think about that as well. So what can be used in one area may not be able to be used in another.

56 00:07:27,950 --> 00:07:32,390 And I think that that's also been shown to us during the pandemic,

57 00:07:32,390 --> 00:07:35,860 that there are certain technologies that we've been able to use in the past that haven't

58 00:07:35,860 --> 00:07:42,130 worked very well during the pandemic where we've moved to more online situations.

59 00:07:42,130 --> 00:07:50,770 Also, I think we have to think that a lot of our education is based upon a past model of educational practice where roles of teachers,

60 00:07:50,770 --> 00:07:58,090 learners, parents, guardians are established, if you like, that were accepted in certain ways.

61 00:07:58,090 --> 00:08:08,230 And that means that the technical and digital skills associated with those particular roles has been sort of established.

62 00:08:08,230 --> 00:08:13,930 It's certainly been accepted in certain ways and so has the technical and digital access.

63 00:08:13,930 --> 00:08:21,760 And I think that what we have to perhaps bear in mind is that certainly during the pandemic that has shifted in very many contexts.

64 00:08:21,760 --> 00:08:32,830 And I think that it can shift in the future. So thinking about the present, and I'm thinking here about what's happened during the covid 19 pandemic,

65 00:08:32,830 --> 00:08:35,980 there are a number of things that have changed.

66 00:08:35,980 --> 00:08:44,620 Certainly the teaching medium has changed in in many localities from a face to face to an online medium, that's for sure.

67 00:08:44,620 --> 00:08:53,110 And it means that the mode has changed. It's moved to either remote or blended or hybrid.

68 00:08:53,110 --> 00:08:57,130 I won't necessarily go into the outcomes of that. I'll think about that a little bit later,

69 00:08:57,130 --> 00:09:03,490 when I'm talking about inclusion to a greater extent. The learning medium is changed.

70 00:09:03,490 --> 00:09:10,420 So it's often changed from a face to face environment to a screen or even to a mobile device.

71 00:09:10,420 --> 00:09:15,160 And that, of course, is a different form of medium and the mode has changed.

72 00:09:15,160 --> 00:09:25,000 So there is that greater remoteness or isolation in some places, in some contexts with regard to that mode.

73 00:09:25,000 --> 00:09:29,680 And the learning environment has changed. It's no longer necessarily a classroom environment.

74 00:09:29,680 --> 00:09:34,660 It's also been to do with with being at home or within a community,

75 00:09:34,660 --> 00:09:40,030 within community buildings, within smaller rooms, etc. And the support has changed,

76 00:09:40,030 --> 00:09:48,640 of course, because the support that the teachers might have given in a classroom situation has changed and that has had an effect.

77 00:09:48,640 --> 00:09:54,280 And that's meant also that parental and guardian roles have shifted quite a lot.

78 00:09:54,280 --> 00:10:00,730 So what we've seen in the present, and I'm talking here pretty much globally, but I will also be here be of course

79 00:10:00,730 --> 00:10:08,110 talking about a particular context, is that there have been quite a number of shifts during the immediate past,

80 00:10:08,110 --> 00:10:18,000 if you like, during this more present situation. And if we think about the future, I'm thinking here particularly about inclusion.

81 00:10:18,000 --> 00:10:22,650 And I think that one of the things to think about with regard to

82 00:10:22,650 --> 00:10:28,980 inclusion is how we think about exclusivity factors and how we address those.

83 00:10:28,980 --> 00:10:34,170 And I think that we can consider exclusivity through sort of three different perspectives,

84 00:10:34,170 --> 00:10:40,470 through the perspective of a learner, the perspective of the institution and the perspective a teacher.

85 00:10:40,470 --> 00:10:46,860 So from a learner's perspective, access to the digital technology resources is clearly important.

86 00:10:46,860 --> 00:10:54,090 That's one of the exclusion factors that can occur and so is their digital technology competence,

87 00:10:54,090 --> 00:11:01,380 but also their level of interest to what extent they can be interested in what is going on online

88 00:11:01,380 --> 00:11:08,040 and what and how the online generates their wider interest. From an institutional perspective

89 00:11:08,040 --> 00:11:14,640 we have different factors. We have the functionality of the technologies that are being used from the

90 00:11:14,640 --> 00:11:19,710 institutional perspective and whether there are specific forms of software and

91 00:11:19,710 --> 00:11:24,870 hardware that are being used and what the implications are there and whether

92 00:11:24,870 --> 00:11:30,510 there's technical support to address any issues or challenges and linked to that,

93 00:11:30,510 --> 00:11:38,250 whether there's pedagogical support in terms of how to use these technologies within teaching and learning situations.

94 00:11:38,250 --> 00:11:47,280 And then that relates, of course, to the teacher perspective, which is to do with exclusion, that can happen from experience and competence.

95 00:11:47,280 --> 00:11:57,450 It can happen because of particular pedagogic applications that are used, how one's going to use the technologies within a teaching arena.

96 00:11:57,450 --> 00:12:01,260 And it's also to do with interpersonal skills.

97 00:12:01,260 --> 00:12:09,450 And then in terms of thinking about the future and inclusion, we're also thinking here, I think, about engagement.

98 00:12:09,450 --> 00:12:19,470 And one of the things about engagement, of course, is features of valuing. How do we offer these features of valuing through an online,

99 00:12:19,470 --> 00:12:25,920 through a remote or an open or distance e-learning scenario?

100 00:12:25,920 --> 00:12:32,850 How do we cognitively engage? But also, there are other forms of engagement here.

101 00:12:32,850 --> 00:12:38,550 There's emotional engagement, which we can see happening within classrooms.

102 00:12:38,550 --> 00:12:48,000 How do we transfer that within an open and distant e-learning scenario,

103 00:12:48,000 --> 00:12:57,150 as well as the engagement from a social, psychological and participatory engagement perspective and behavioural.

104 00:12:57,150 --> 00:13:01,800 So those emotional, social, psychological, participatory,

105 00:13:01,800 --> 00:13:13,230 behavioural all tend to be forms of engagement that teachers within classrooms are used to working with in that face to face environment.

106 00:13:13,230 --> 00:13:18,210 And within an online environment that shifts and changes.

107 00:13:18,210 --> 00:13:24,860 And that can have an effect, of course, upon inclusion. And that's why I raise it here.

108 00:13:24,860 --> 00:13:28,740 And I think that it's one of the things that has happened in many locations during the

109 00:13:28,740 --> 00:13:36,420 pandemic is that teachers have been able to engage from a cognitive point of view.

110 00:13:36,420 --> 00:13:43,420 But actually how they do that from an emotional, social, behavioural point of view has been harder.

111 00:13:43,420 --> 00:13:48,160 And from what I've seen in terms of many countries,

112 00:13:48,160 --> 00:13:52,620 there's actually not been a lot of guidance that's been given to teachers who've

113 00:13:52,620 --> 00:13:59,010 needed to move to online situations with regard to how they can engage emotionally,

114 00:13:59,010 --> 00:14:08,220 socially, psychologically and behaviourally. And then I would say that the last form of engagement is sort of procedural and transactional.

115 00:14:08,220 --> 00:14:13,350 That is how things are laid out, how it is managed,

116 00:14:13,350 --> 00:14:18,480 that the procedures that are going to go on because that can enable

117 00:14:18,480 --> 00:14:24,780 engagement and it can also happen to enable disengagement and therefore exclusion.

118 00:14:24,780 --> 00:14:35,220 So what I'd like to to do in the remainder of this time is to think about those different factors and influences that

119 00:14:35,220 --> 00:14:45,030 I've sort of listed in those last couple of of slides and take them one by one and think about what that means from a technology perspective,

120 00:14:45,030 --> 00:14:51,570 if we're trying to think about inclusion within that arena.

121 00:14:51,570 --> 00:14:57,150 And what I've done on these, you'll see that I've divided this down into four slides.

122 00:14:57,150 --> 00:15:01,610 And what I've done is I've put the factors on the left. And then on the right side,

123 00:15:01,610 --> 00:15:06,690 I put some notes about the sorts of technologies that I think are worth thinking

124 00:15:06,690 --> 00:15:11,660 about with regard to how to address these particular factors and influences that

125 00:15:11,660 --> 00:15:16,630 can lead to exclusion or non inclusion.

126 00:15:16,630 --> 00:15:24,650 And I've also put some examples of particular technologies down and those that are in red and underlined,

127 00:15:24,650 --> 00:15:31,970 those are the links that would take one to a Web site that offers some details about that.

128 00:15:31,970 --> 00:15:36,930 I've not repeated those.

129 00:15:36,930 --> 00:15:48,110 So I'd like to go through that and sort of highlight points as we go really to do with inclusion and addressing exclusion.

130 00:15:48,110 --> 00:15:52,760 The first one, I think, which is quite important is learner access.

131 00:15:52,760 --> 00:16:00,140 And there we have to think about what it is that might be excluding learners.

132 00:16:00,140 --> 00:16:06,860 So one of the things, for example, is of course, that if you've got online material, in this video,

133 00:16:06,860 --> 00:16:16,400 for example, is it captioned, are images described, those sorts of things are important factors.

134 00:16:16,400 --> 00:16:27,410 And certainly now I'm well aware over the last couple of years that when I'm developing materials and using them with students,

135 00:16:27,410 --> 00:16:37,460 certainly we need to ensure that any online discussion or video is captioned and that if there are images that those are

136 00:16:37,460 --> 00:16:46,280 described so that those who have hearing disability or visual disability can be supported in terms of that inclusion.

137 00:16:46,280 --> 00:16:53,330 So that's particularly important. And of course, the other one is mobile access.

138 00:16:53,330 --> 00:17:02,540 In the past, often resources have not been so well-prepared for small mobile access.

139 00:17:02,540 --> 00:17:10,670 And certainly I know from the students that we work with that they are using mobiles to a greater and greater extent.

140 00:17:10,670 --> 00:17:19,760 And we are therefore trying to ensure that resources that we put online are mobile accessible.

141 00:17:19,760 --> 00:17:26,570 So learner access is certainly something that's particularly important.

142 00:17:26,570 --> 00:17:35,060 Time differences can happen too, of course. And certainly if one is doing online discussions in a synchronous way,

143 00:17:35,060 --> 00:17:44,830 then time difference can make a quite a dramatic difference to how people can be engaged and whether they can be included.

144 00:17:44,830 --> 00:17:48,530 And certainly I know that when I'm now doing online discussions,

145 00:17:48,530 --> 00:17:54,560 I'm recording so that I can make recordings available to those who are in different time zones,

146 00:17:54,560 --> 00:17:58,670 because we do work with students who are across the world.

147 00:17:58,670 --> 00:18:08,070 And it would be quite unreasonable to expect people to be online and to be involved in online discussions at

148 00:18:08,070 --> 00:18:17,000 what would be non-social hours. So those time differences certainly should be taken into account.

149 00:18:17,000 --> 00:18:25,230 Then you've got digital technology competence from a learner's point of view.

150 00:18:25,230 --> 00:18:31,100 And I think what I'm seeing more and more is the use of online training, online examples.

151 00:18:31,100 --> 00:18:40,880 And those I think are very, very helpful. But often the structure and the format of those, it does need to be thought about.

152 00:18:40,880 --> 00:18:48,640 I mean, I've been involved in looking at training material, which is very, very extensive.

153 00:18:48,640 --> 00:18:57,310 And actually I found I can take almost an hour to try and find something relatively simple within it.

154 00:18:57,310 --> 00:19:00,380 And that, of course, can be very time consuming.

155 00:19:00,380 --> 00:19:08,870 If we can break that down and enable navigation, then that means that people can use it more easily.

156 00:19:08,870 --> 00:19:12,560 And if people can use it more easily, they can gain that competence.

157 00:19:12,560 --> 00:19:20,420 And therefore, that tends to help with regard to their being included in that form of activity. And level of interest,

158 00:19:20,420 --> 00:19:24,200 I think is also a really important one from a technology point of view.

159 00:19:24,200 --> 00:19:31,160 I think variety and pace are two really important factors to consider here.

160 00:19:31,160 --> 00:19:37,340 So if you're involved in just a long presentation and I'm

161 00:19:37,340 --> 00:19:42,590 afraid that what I'm doing for you now is actually quite a long presentation,

162 00:19:42,590 --> 00:19:52,730 but being able to break it down into discussion, video, online completion quizzes, et cetera, is very helpful.

163 00:19:52,730 --> 00:20:02,660 And certainly with younger ages, 10 to 15 minute blocks have been suggested in the online medium as being

164 00:20:02,660 --> 00:20:10,420 useful in terms of breaking things down so that the pace and the variety will aid that level of interest.

165 00:20:10,420 --> 00:20:18,130 And fortunately, we can do that with technology because we can sequence things and they can become pretty seamless.

166 00:20:18,130 --> 00:20:29,230 Which is really, really helpful. And then we've got the functionality of technologies that are used by the teachers.

167 00:20:29,230 --> 00:20:35,050 And that can be quite a difficult one. If students who are online, for example,

168 00:20:35,050 --> 00:20:44,440 don't have access to those particular resources on their technologies, then that makes it quite difficult.

169 00:20:44,440 --> 00:20:50,890 Certainly, if licencing can help that, then then it does mean that inclusion is aided.

170 00:20:50,890 --> 00:20:57,340 It means that individuals are able to access that to a greater extent.

171 00:20:57,340 --> 00:21:02,980 I certainly know where I work in Lancaster, we do try to enable that.

172 00:21:02,980 --> 00:21:10,300 We try to make licences available across the staff and across the student body where it's feasible.

173 00:21:10,300 --> 00:21:18,550 Fortunately, quite a lot of resource providers do enable that now to greater extents.

174 00:21:18,550 --> 00:21:24,500 And I certainly know in certain countries, student licences, for example,

175 00:21:24,500 --> 00:21:31,150 are often given at a very high discount or are even given free of charge.

176 00:21:31,150 --> 00:21:41,060 So this would be the sort of the first set of factors and influences. And then I'll come on to the second group.

177 00:21:41,060 --> 00:21:47,910 So specific forms of hardware and software, I think, that are used by the teacher are clearly important.

178 00:21:47,910 --> 00:21:58,340 And I've talked a bit about that in the last slide. But age, language and learning needs certainly are aspects there too,

179 00:21:58,340 --> 00:22:10,280 to consider how the software and hardware relates to particular ages, how it relates to language, and also how it relates to learning needs.

180 00:22:10,280 --> 00:22:20,870 And there will be different ranges of learners with regard to inclusion needs in different cohorts, different groups, different classes.

181 00:22:20,870 --> 00:22:28,970 And knowing about those to an extent is exceptionally helpful because it means that one can more

182 00:22:28,970 --> 00:22:36,230 readily identify particular forms of software and resources that would be of use to them.

183 00:22:36,230 --> 00:22:49,310 So, you know, the use of software such as Dragon is is very, very helpful.

184 00:22:49,310 --> 00:22:52,580 That's one of the ones that I haven't listed there.

185 00:22:52,580 --> 00:23:04,310 But Dragon means that you can basically talk and it automatically will create text from your voice.

186 00:23:04,310 --> 00:23:09,860 It gets used to your voice and will enable the text to be created.

187 00:23:09,860 --> 00:23:13,660 And you can also put in certain commands.

188 00:23:13,660 --> 00:23:24,350 So if you're wanting to write a piece in paragraphs, for example, you can indicate when the paragraph mark should come, etc..

189 00:23:24,350 --> 00:23:34,820 So again, knowing about particular learning needs is is very helpful because one then knows what type of software to use or not. Fortunately,

190 00:23:34,820 --> 00:23:43,970 home translation software is becoming more accessible and more usable and is more accurate.

191 00:23:43,970 --> 00:23:50,810 And I think that that's of great help when one has groups of learners within classes,

192 00:23:50,810 --> 00:24:00,050 within cohorts where one language may not be their their native language and they may need some level of support.

193 00:24:00,050 --> 00:24:06,800 So access to and knowing about translation software I think is really helpful.

194 00:24:06,800 --> 00:24:15,980 And then there's technical support of course to support teachers as well as to support learners.

195 00:24:15,980 --> 00:24:21,260 And I think it is helpful for teachers, if they can, to have some form of just in time support.

196 00:24:21,260 --> 00:24:29,870 I know that's incredibly difficult. Certainly where I work, we don't have just in time support,

197 00:24:29,870 --> 00:24:37,730 but we do have support that we can call on at certain times of the day, on certain days of the week.

198 00:24:37,730 --> 00:24:44,570 We may have to wait for a response on it. But we can gain that sort of level of support.

199 00:24:44,570 --> 00:24:50,780 But I do think that the online provision is really important in that respect.

200 00:24:50,780 --> 00:24:54,380 Frequently asked questions, FAQs

201 00:24:54,380 --> 00:25:04,310 I think can help. Navigation systems that allow you to choose a particular software or particular questions about that software is also very,

202 00:25:04,310 --> 00:25:09,680 very helpful. I think short videos again are good.

203 00:25:09,680 --> 00:25:15,380 A five minute video is good and short texts are fine.

204 00:25:15,380 --> 00:25:21,290 Again, I think as soon as they become long texts, that becomes quite difficult. If they can be broken down,

205 00:25:21,290 --> 00:25:26,660 I think that very helpful. That helps inclusion generally.

206 00:25:26,660 --> 00:25:33,590 And that also relates to things like text size. It relates to font style.

207 00:25:33,590 --> 00:25:38,630 For example, some people have difficulty with certain colours.

208 00:25:38,630 --> 00:25:48,110 So having particular colours for the text can be helpful as well as font size change being available.

209 00:25:48,110 --> 00:25:54,350 And also a non italic is also recognized as being helpful.

210 00:25:54,350 --> 00:25:59,900 And then we move onto pedagogic applications with regard to technology.

211 00:25:59,900 --> 00:26:04,940 I think that there are a number of pedagogic applications that are very helpful.

212 00:26:04,940 --> 00:26:10,490 Flipped learning I think can be helpful in a whole range of situations.

213 00:26:10,490 --> 00:26:16,550 Being able to provide a video in advance and then being able to pick that up in a discussion later,

214 00:26:16,550 --> 00:26:24,650 which is the sort of the traditional way of thinking about flipped learning, I think is useful in many situations.

215 00:26:24,650 --> 00:26:29,180 Some learners find it quite difficult to get into that mode if they've not been used to it.

216 00:26:29,180 --> 00:26:36,200 But I think it is a matter of persevering and helping them to move into that sort of mode.

217 00:26:36,200 --> 00:26:39,890 Questioning is particularly important.

218 00:26:39,890 --> 00:26:48,990 In the online environment, I have seen some teachers who've not used questioning or learner presentation involvement to

219 00:26:48,990 --> 00:26:58,740 a great extent; they've tended to present rather than opening up other forms of interaction.

220 00:26:58,740 --> 00:27:04,980 And clearly other forms of interaction do enable inclusion to a much greater extent.

221 00:27:04,980 --> 00:27:09,420 And then pedagogic support for the teacher. Sharing with colleagues,

222 00:27:09,420 --> 00:27:19,020 I think in this respect is particularly helpful and having some form of discussion forum, some form of enabling questions to be asked,

223 00:27:19,020 --> 00:27:22,530 of enabling teachers to be able to share the practice,

224 00:27:22,530 --> 00:27:34,200 share ideas and discuss them quite openly is I think important, in having that in parallel to what's going on. For teacher experience and competence,

225 00:27:34,200 --> 00:27:38,630 again, sharing is particularly important there.

226 00:27:38,630 --> 00:27:46,500 And I have seen them being involved in in teacher discussion forums where they're asking questions about how

227 00:27:46,500 --> 00:27:53,820 other people are doing it and how they can become more competent in being able to undertake certain uses of technology.

228 00:27:53,820 --> 00:28:02,760 And also having forms of mentoring can be helpful if that's possible. With the time needed, with opportunities that there are,

229 00:28:02,760 --> 00:28:08,790 it's not always that easy to set up, but it can be very, very helpful.

230 00:28:08,790 --> 00:28:14,520 And then we've got teacher interpersonal skills

231 00:28:14,520 --> 00:28:19,660 that have clearly been developed in classroom situations to a great extent.

232 00:28:19,660 --> 00:28:25,980 But particularly important, I think, they are within the online environment as well.

233 00:28:25,980 --> 00:28:35,490 Going further than the cognitive, I think social interactions are particularly important and having those opportunities where teachers

234 00:28:35,490 --> 00:28:42,300 are interacting online with students and pupils to the same extent that they would be in a classroom,

235 00:28:42,300 --> 00:28:53,910 opening up a general discussion and general thinking about something and just asking how people are and what's happening,

236 00:28:53,910 --> 00:28:57,480 etc. and whether there are interesting things,

237 00:28:57,480 --> 00:29:08,340 etc. Opening up a conversation I think is very, very helpful as well as moving onto the cognitive, and that can be balanced

238 00:29:08,340 --> 00:29:17,730 I think in terms of time. And another way of doing it is to use a safe social media platform in parallel with the cognitive platform.

239 00:29:17,730 --> 00:29:23,640 So one has the social interactions going on at the same time as the cognitive interactions.

240 00:29:23,640 --> 00:29:37,330 I've also seen that working quite well. So moving onto the second main slide of exclusivity

241 00:29:37,330 --> 00:29:43,000 and inclusion. Institutional or teacher features of valuing,

242 00:29:43,000 --> 00:29:53,150 I think is really important and monitoring what's happening in terms of engagement and outcomes, I think is important there.

243 00:29:53,150 --> 00:30:03,850 And there are logs that that one can use as long as they're easily accessible and as long as teachers are able to quickly read the key features.

244 00:30:03,850 --> 00:30:11,680 I think that those are very helpful, but I do think they need to be easily accessible and quickly readable or else one can

245 00:30:11,680 --> 00:30:17,230 spend an awful lot of time within logs trying to work out exactly what is going on.

246 00:30:17,230 --> 00:30:20,920 I think that's one of the areas that

247 00:30:20,920 --> 00:30:26,350 probably could do with some technological improvement in certain respects.

248 00:30:26,350 --> 00:30:32,110 But again, knowing how people are engaged in the levels of their engagement is, I think, very helpful,

249 00:30:32,110 --> 00:30:40,990 because then one can pick that up, one can pick it up with individuals and with groups, but also using quick quizzes to gain feedback.

250 00:30:40,990 --> 00:30:50,860 I think is important in terms of valuing, but also valuing comes from that willingness to engage socially,

251 00:30:50,860 --> 00:31:02,920 I think as well as at a cognitive level. And that's an indication of valuing the other individual or other individuals' cognitive engagement.

252 00:31:02,920 --> 00:31:08,740 I think there's a whole variety of material that's there.

253 00:31:08,740 --> 00:31:21,580 Certainly there's a huge amount of online software and resources that are available that are free of charge and freely accessible.

254 00:31:21,580 --> 00:31:29,780 If one looks, for example, at resources like Khan Academy, et cetera,

255 00:31:29,780 --> 00:31:34,180 there's a lot of material that one can choose from that will help with regard

256 00:31:34,180 --> 00:31:39,850 to cognitive engagement and where one can choose for a very specific topic,

257 00:31:39,850 --> 00:31:50,170 age related, et cetera. And a needs related intellectual engagement, I think then goes further than that cognitive.

258 00:31:50,170 --> 00:31:55,090 The intellectual goes to do with reflection and assessment of outcomes.

259 00:31:55,090 --> 00:32:02,770 And I think assessment of outcomes is an important one that is being developed now more in the online arena.

260 00:32:02,770 --> 00:32:09,690 But I certainly think that getting learners to present summaries, for example,

261 00:32:09,690 --> 00:32:23,520 can be really helpful in terms of getting ideas about assessment of what's happening and their outcomes, but also using quizzes and surveys.

262 00:32:23,520 --> 00:32:30,660 Emotional engagement, I think is more to do with trying to monitor what's happening in terms of interactions.

263 00:32:30,660 --> 00:32:38,430 It is often more difficult to pick up on what's happening emotionally in an online environment.

264 00:32:38,430 --> 00:32:47,820 But if there are ways in which one can think about that and read that, I think that that's very, very helpful.

265 00:32:47,820 --> 00:32:53,970 And then emotional engagement between learners and the teacher, again, setting time aside,

266 00:32:53,970 --> 00:33:03,270 I think to talk about things like netiquette, what does one reasonably expect and how can one do that?

267 00:33:03,270 --> 00:33:09,540 What are the things that one should be thinking about, but also not just doing it once,

268 00:33:09,540 --> 00:33:18,780 but coming back and reflecting on it, I think is quite important with regard to this when our practices change.

269 00:33:18,780 --> 00:33:22,290 So if learners and pupils are moving to an online environment

270 00:33:22,290 --> 00:33:31,710 they've not been used to, they're going to perhaps take some time to get into appropriate netiquette practice.

271 00:33:31,710 --> 00:33:37,290 But I think it does mean that if one can address this reasonably,

272 00:33:37,290 --> 00:33:46,500 that you are in a situation where you've got greater inclusion because some people will be excluded and feel excluded.

273 00:33:46,500 --> 00:33:55,200 If individuals do things that are either unexpected or aren't really appropriate,

274 00:33:55,200 --> 00:33:59,670 some individuals will be put off quite strongly by that, I think.

275 00:33:59,670 --> 00:34:08,110 So I do think the idea of netiquette and putting in some time aside for that is an important issue.

276 00:34:08,110 --> 00:34:17,050 And then these are the last set, again, to do with forms of engagement and social engagement.

277 00:34:17,050 --> 00:34:21,700 Safe social media used in parallel could be helpful.

278 00:34:21,700 --> 00:34:24,700 I've not seen it used so much in schools.

279 00:34:24,700 --> 00:34:34,990 I've seen this used more in higher education situations and in terms of teacher education and teacher professional development.

280 00:34:34,990 --> 00:34:46,060 But I do know that some teachers in schools have used this and set up particular discussion lines that they use.

281 00:34:46,060 --> 00:34:51,280 And I certainly know that at Lancaster we tend to use Mahara for that,

282 00:34:51,280 --> 00:34:57,850 although I know that many of our students set up their own social media sites

283 00:34:57,850 --> 00:35:06,070 and resources to do that on their own. Psychological engagement

284 00:35:06,070 --> 00:35:10,390 I think is not an easy one generally.

285 00:35:10,390 --> 00:35:20,830 But we do know that during the pandemic that some learners have benefited psychologically from being online.

286 00:35:20,830 --> 00:35:29,800 And that, I think is important. And I wonder how we can view that in the future and how they can benefit from that in the future.

287 00:35:29,800 --> 00:35:33,460 Others have not gained from that online experience

288 00:35:33,460 --> 00:35:38,050 so much in an online arena.

289 00:35:38,050 --> 00:35:45,940 Generally, I think psychological engagement is something where training actually is needed

290 00:35:45,940 --> 00:35:53,710 from what I've seen in situations that I've looked at during this pandemic context.

291 00:35:53,710 --> 00:35:59,890 But also having visitors coming in and those who are experienced in doing it,

292 00:35:59,890 --> 00:36:08,170 who can pick up the psychological indicators and triggers can be very, very helpful.

293 00:36:08,170 --> 00:36:16,330 And they can either be there as remote visitors that are just remotely observing and feeding back to the teacher,

294 00:36:16,330 --> 00:36:24,340 or they can be involved in the interactions directly, depending on how how people see them.

295 00:36:24,340 --> 00:36:32,290 Participatory engagement and again, involving discussion and feedback regularly and at appropriate times,

296 00:36:32,290 --> 00:36:41,860 I think is very, very important. Sometimes actually engaging children to participate

297 00:36:41,860 --> 00:36:47,200 can itself be quite demanding because one often finds that there are

298 00:36:47,200 --> 00:36:52,390 children in online environments that won't participate to any great extent.

299 00:36:52,390 --> 00:36:58,540 So gaining participation is something that can demand quite a lot of effort and time

300 00:36:58,540 --> 00:37:03,100 in some respects. But I think is very, very important.

301 00:37:03,100 --> 00:37:09,850 But again, it is probably worth if there is time, discussing with the individual because there may

302 00:37:09,850 --> 00:37:18,220 be reasons why they're not participating that go beyond what one can immediately recognize.

303 00:37:18,220 --> 00:37:26,290 If there are issues with behaviour, inappropriate behaviour online,

304 00:37:26,290 --> 00:37:36,100 I do think that role play and video creation have been seen in the research to be able to support in these respects.

305 00:37:36,100 --> 00:37:42,220 Again, technologies can be used there to support procedural engagement.

306 00:37:42,220 --> 00:37:49,960 I think making the structure clear is very useful. What will happen in particular parts?

307 00:37:49,960 --> 00:37:54,010 How long they will be? What's going to be involved? How pupils should be involved?

308 00:37:54,010 --> 00:37:59,470 How the teacher is going to be involved, so that none of this comes as a surprise.

309 00:37:59,470 --> 00:38:08,020 In essence, where there's a structure which is clear to the teacher and to the learners, I think is important.

310 00:38:08,020 --> 00:38:14,200 And that helps in terms of inclusion. And making announcements,

311 00:38:14,200 --> 00:38:23,080 but also using things like on screen notices and onscreen messages that come up can be very, very helpful in terms of procedural engagement.

312 00:38:23,080 --> 00:38:27,880 Your time is going to be up in two minutes. The clock is counting down.

313 00:38:27,880 --> 00:38:35,280 That can all be done by the technology. And then there's the transactional engagement.

314 00:38:35,280 --> 00:38:38,890 And I think in terms of transactions i.e. roles and responsibilities,

315 00:38:38,890 --> 00:38:45,910 those need to be clear in terms of an online environment, just as they are within a classroom environment.

316 00:38:45,910 --> 00:38:54,190 And what roles one is expecting the learners to take and what responsibilities they should be taking.

317 00:38:54,190 --> 00:38:59,440 And I think sometimes, that from some interactions that I've seen,

318 00:38:59,440 --> 00:39:05,350 that's not always clear, but it is often clear within a classroom situation.

319 00:39:05,350 --> 00:39:09,880 So I think, again, that's also to do with inclusion,

320 00:39:09,880 --> 00:39:16,420 because it enables people to feel that they can be included because they know what role they're taking,

321 00:39:16,420 --> 00:39:22,780 what responsibility they're going to be taking. So what I've tried to do here, I think,

322 00:39:22,780 --> 00:39:28,660 is to think about inclusion and uses of technology from a very broad perspective and to think about them,

323 00:39:28,660 --> 00:39:32,260 particularly from what's come out of the pandemic.

324 00:39:32,260 --> 00:39:41,280 And what I've seen in terms of what the research is saying and where I think we might be going with this.

325 00:39:41,280 --> 00:39:42,490 And I suppose for me,

326 00:39:42,490 --> 00:39:56,830 the lessons that come out of this in terms of inclusion is that I have seen remarkable adaptation over the period of the pandemic.

327 00:39:56,830 --> 00:40:03,250 But I think the thing where a lot of teachers have felt they haven't been able

328 00:40:03,250 --> 00:40:09,130 to adapt to the extent that they might have wanted to is in terms of social,

329 00:40:09,130 --> 00:40:13,390 emotional and psychological interactions. How do they monitor that?

330 00:40:13,390 --> 00:40:19,450 How do they pick that up? What guidance and guidelines can they be given with regard to that?

331 00:40:19,450 --> 00:40:25,090 Because clearly that is important from an inclusion perspective.

332 00:40:25,090 --> 00:40:27,840 And emotional,

333 00:40:27,840 --> 00:40:40,540 psychological and social interactions can mean the difference between someone being included and excluded and will certainly help individuals.

334 00:40:40,540 --> 00:40:46,450 So I think that that would probably be the area for me that comes out of what I've seen

335 00:40:46,450 --> 00:40:52,420 recently as being something where we can support from the point of view of technology,

336 00:40:52,420 --> 00:40:58,000 but also support in terms of the guidance that goes with it.

337 00:40:58,000 --> 00:41:02,210 And there are technologies there that can help us with regard to that.

338 00:41:02,210 --> 00:41:11,410 And I've tried to highlight that. So that, I think is all that I'm going to pick up on that.

339 00:41:11,410 --> 00:41:22,390 And I've listed the references. I'm sure that you have access to these slides and to this presentation as you wish.

340 00:41:22,390 --> 00:41:27,700 And just to say thank you very much for listening again.

341 00:41:27,700 --> 00:41:36,080 It's always a pleasure to work with colleagues in terms of open and distance e-learning.

342 00:41:36,080 --> 00:41:43,610 And I look forward to any comments or questions and I'm very, very happy to take them as you wish.

343 00:41:43,610 --> 00:41:46,475 So thank you very much.