The story so far…

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#AmplifyFE research focus

How can learning technology and digital tools can be designed and deployed to support vocational learners most impacted by the ‘digital divide’.

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What key advice can we give to those beginning or continuing an innovation journey in VocTech?

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Key insights viewed through 3 lenses

‘What works?’:�

• For commercial learning design teams creating solutions for FE
• For VocTech innovation projects within FE and skills organisations
• For FE and skills practitioners deploying VocTech with learners

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Our work building to this point

• 2021-2022: �Initial research undertaken on ‘what works’ when designing/ deploying VocTech
• November 2022: �Launch of ‘Insights’ report and initial case studies at Week of VocTech
• 2022-23: �Wide sector consultation on Insights findings�Research review and new VocTech case studies
• November 2023 for Week of VocTech:�Presentation of updated findings.�

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Our key expert sources

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Contributors to this work

• Sector intelligence: �including ALT, Ufi and Ufi/RSA research
• VocTech designers and project managers: �via focus groups and 1-1 interviews 
• VocTech leaders and end-users: �group consultations at ALT, SET, LSRN, SEG, BLC and BERA conferences
• The wider FE community of educators and learners: �#AmplifyFE and VocTech events and extensive social media engagement including Twitterchats

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Key Insights findings were corroborated by our sector consultation

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Sector consultations at diverse events corroborate our Insights findings.

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Insights research findings have been shared and consultations on them undertaken at:

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• The Learning and Skills Research Network Annual Conference at Aston University
• The Blended Learning Consortium Annual Conference at HoW College
• The ALT Annual Conference at Warwick University
• The British Educational Research Association (BERA) Annual Conference at Aston University���

Perspectives from delegates at Learning and Skills Research Network (LSRN) Annual Conference, April 2023, on barriers for vocational learners acquiring technology skills

Perspectives from delegates at The Blended Learning Consortium Annual Conference, July 2023, on barriers for vocational learners acquiring technology skills

Perspectives from delegates at The ALT Annual Conference, September 2023, on barriers for vocational learners acquiring technology skills

Perspectives from delegates at The British Educational Research Association Annual Conference, September 2023, on barriers for vocational learners acquiring technology skills

As well as corroborating the key pivotal factors for successful digital skills building from the Insights research, conference delegates expanded on the ‘digital access’ pivotal factor, considering the impacts of family size and situation, regarding:

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• The possible need for device sharing or
• Overloading of home digital network capacity
• Provision of appropriate study space
• Ability to set regular, sustainable study routines

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Conference delegates also considered what we might call ‘resilience factors’ as having significant impact on digital skills acquisition, beyond simple confidence, and these included:�

• Self-efficacy, again having a bearing on setting a sustainable study routine
• Self-discipline, to persist with experimentation with digital skills and maintain engagement, despite other demands on time and interest
• Ability to remain focussed and engaged despite potential ‘overwhelm’ or digital overload.���

Consultations with conference delegates also allowed us to take a ‘deeper dive’ to establish the significance of impacts on learning of these 5 of the pivotal factors.

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Delegates were also asked whether they thought the impacts of these 5 factors on learning had decreased, increased or remained the same over the past year in their practice.���

This analysis reveals that all 5 pivotal factors identified in the Insights research were considered to have a reasonably high or very high impact on students’ learning by delegates (at least 3 on an impact scale of 0-5)

The analysis of whether the impacts of the 5 factors have decreased, remained stable or become less pronounced reveals a more optimistic view. �With the exception of ‘time to develop skills’ delegates considered that all factors were lessening in impact on learning this year.

Voices from our sector consultations on best practice for VocTech learning design and deployment corroborate Insights findings�

Thank you to our AmplifyFE engagement partners

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