Figure 2: Digital Skills Clock

In terms of app content, we wanted to prepare learners for potential future EDSQs and so we identified areas which we felt Beginner Digital Skills learners would need to practise (namely email and video conferencing). However, we did not want to impose the curriculum from the top down and so we worked with the learners to create a digital skills clock. This approach helped both them and us to see how and when they used digital skills.

From this approach, it became clear in all our classes that learners wanted to develop email and video conferencing skills. It was great that the areas of the EDS standards which we felt they needed to practise actually aligned with the skills the “Beginner EDS? There’s an app for that!” (Manchester Adult Education Service)
learners themselves identified as being most relevant to their lives. The EDSQs definitely seem much more reflective of how people use tech nowadays (than previous IT qualifications).

We decided to introduce the app in the face-to-face Beginner classes that were running at 3 centres during Lockdown 3 (Jan-Mar 2021). We had envisaged it as a simple blended learning approach that we could use with our Beginner Plus classes but we asked all the Beginner classes if they would be interested in using it too.

Different teachers had different approaches: some left it to individual students to decide if they wanted to use the app and some made it integral to their lessons. Modules on topics such as, email, video calling, copy and pasting were added to virtual classrooms and individual work was sent in the private chat as a link.

All teachers involved recorded their reflections on a shared Padlet (see Appendix 2). Here is a reflection from one teacher from the session where she first introduced the app to the group:

“I like how they are very vocal about what they need and would find useful. A lot of discussion on ‘IT frustrations’ and I wonder if we could have something on the app around ‘reframing feelings’ when something goes wrong e.g – “it’s another opportunity to practise those steps” instead of “oh now what have I done” – I heard a lot of that today and I think they put too much pressure on themselves.”

Although some learners were really excited about it and seemed keen to use it; others were less enthused by it. This appeared to be for several reasons: some learners had come on the course to learn PC skills and did not want to practise on a phone app; some did not want to study at home; ESOL learners found it quite hard to get on the app on their phone, as well as trying to learn how to use a PC.

We felt that with more time to explore and practise the app (for both teachers and learners), more of us would come to see the value of it; that is, it is a relatively easy-to-use, self-contained VLE (virtual learning environment) and communication system. Instead of learners and teachers having to familiarise themselves with several different platforms, the app has lots of features and is self-contained. One teacher commented:

“I am looking forward to using the stream to communicate with my learners. It seems more efficient that emails and less invasive than texting them on their personal phones.”

Following discussions with the Talk English team (who have used the app extensively), we developed an approach to introducing the app that included breaking down the stages of using the app into microsteps, so as not to rush into getting learners on it and completing the lessons.

As a result of this useful feedback, a teacher on the Pre-Entry “Digital for ESOL” course (which we launched just recently) spent much longer on the lead-in to the app with these Pre-Entry learners than when she introduced it to the (mainly) native speakers on the Beginner Plus bridging course. She spent time pre-teaching lots of useful vocabulary before even mentioning the app; terms such as homescreen, click/tap, add, homework, app, PIN/password helped the learners to understand how and why they were using it. She also used lots of visuals to depict each step of searching for and logging on to the app website. This was a crucial stage that had been overlooked by some teachers when we used the app initially.

For learners in our pilot “Beginner Plus” classes, using the app seemed to help them achieve their stated aims. After watching tutorial videos on Google Meet and Zoom, and then testing their knowledge with Wordwall games, learners were able to access both Zoom and Meet and use some of the key features in these apps. By allowing them to see the interface in videos first and then reinforcing the video content by completing quizzes, it could be suggested that learners had a reduced cognitive load (Shibli and West, 2018) when coming to try the apps for the first time. They already knew what to expect and understood what each icon was for.

One learner noted that she and her classmates were making ‘small steps and big changes’. Learning how to cut and paste, for instance, made a big difference to their digital work. By studying tutorial videos on the app and then practising on their phones, they felt better able to cut and paste data to complete their Universal Credit journals.

In terms of teaching practice, we will continue to use tutorial videos, vocabulary pre-teaching, games and quizzes to introduce new software before learners access it for themselves.

The courses took place in different locations across the city and this resulted in different demographics according the localities. One group consisted of predominantly white British job seekers, another group was mostly learners with an ESOL background, and a further group was much more mixed. Teachers adapted their approach based on the needs of the group and it was revealed (perhaps unsurprisingly) that the groups with an ESOL profile needed more induction time on the app than those who had English as a first language. It is easy to tailor content on the app to each learner, by sending links as direct messages.

Increasing motivation and maintaining engagement to use the app was key. Through initial assessment, teachers came together to discuss key course targets and how this blended course would differ from our purely face-to-face beginner course. We decided to focus on email and video calling (the communication aspect of the EDS framework).

Tutors who were using the app shared ideas and activities to support learners in achieving the KCTs (key course targets). The project lead and deputy developed these into modules on the app for all teachers to use in their classrooms (with the flexibility of using the app in different ways that suited learners’ contexts).

Figure 3: Reflections from Teachers Google Sheet

Teachers from different curriculum areas came together to discuss their experiences of the app and to direct our next steps with it. We learned from each other’s experiences (see Figure 3: Reflections from Teachers Google Sheet, also on the Wakelet from Appendix 2) and now use a shared Google Drive of resources to better introduce the app to learners.

Tutors added reflections to the collaborative Padlet (see Appendix 2) and caught up with each other in meetings, telephone calls and ad hoc conversations. Tutors could comment on reflections and concerns, and support with any trouble shooting. Participants in the project ranged from a student teacher to a curriculum manager; it was good to see collaboration happening amongst professionals of all levels and experiences.

We are now using the app as part of our “Digital for ESOL” short course, which is being co-created by teachers from Digital Skills and Talk English teams, and hope to use it as part of a new “Digital Nature” course, which will be informed by the work of a Family Learning tutor who delivered an “Outdoor Adventurers” course. There is great potential to roll-out the use of this app across all curriculum areas at MAES, both to capture learning on non-accredited courses and also to support the development of learners’ foundation digital skills, and we can share our learnings of what works (and what doesn’t) with our wider team colleagues.

Learners had differing motivations for joining the course. These different motivations were targeted through the app content. Learners looking to secure work and referred by local DWP centres wanted to develop specific skills relating to job search etc as well as develop confidence in relation to specific aspects of digital technology. Other learners wanted to develop their laptop skills, and some wanted to better develop their essential digital skills for learning on other courses.

During the first session, learners reported feelings of ‘confusion’ ‘being overwhelmed’ ‘being lost’ and ‘lacking in confidence.’ We wanted learners to experiment, take risks, make mistakes, use multiple digital skills and have fun. It seemed that the app would provide this safe ‘self-contained’ space for learners to have a positive experience and build their skills. It would also be a space where learning was manageable, and motivations could be met and/or extended.

Some learners returned to the app, others didn’t engage with the app outside of the classroom and some didn’t engage at all. This perhaps reflects the different motivations learners have or could be indicative of how much app “buy-in” the individual teachers developed with their classes.

As outlined earlier, learners in the “Beginner Plus” classes were able to achieve their targets by watching tutorial videos, playing games and then testing out the various platforms (e.g. Zoom, Meet, Gmail) for themselves.

Some learners really enjoyed getting the tailored work in the private chat and two “Beginner Plus” learners have just progressed onto a blended Entry Level 3 Essential Digital Skills course (see Appendix 2 for more positive feedback.)

At the beginning of the project learners faced difficulties in logging onto Teams and they needed to understand how to use Microsoft365 in the first instance to use Teams properly. In addition, learners with difficulties and disabilities found it difficult to navigate the internet and lacked patience when content was being downloaded to the web browser, which resulted in them repeatedly clicking, causing multiple pages to pop up.

By developing a resource that specifically focused on providing a Teams induction we hoped to allow more learners to log on to Teams. This access would give them confidence and allow them in the short term to progress on their existing course. In the medium term this would allow them to access a greater number of other courses.

The team needed to consider the varying needs and spiky profiles of the learners. As a first step, the induction process was reviewed, with the aim of better understanding learners’ digital skills and capabilities.

As a result of this review, we focused our initial attention on one specific resource to identify how learners can be helped to develop digital skills and confidence. We also hoped to develop an additional resource for slightly more advanced learners.

We developed a learner guide to support the wider induction onto Teams of learners who are operating at Pre-Entry Level. We were unsure of what format this would take and from discussions with our EDS teachers who deliver the EDS qualification to mainstream learners, we decided to incorporate some elements of an existing induction resource that they were using with their learners.

A ‘how to access guide’ for MS Teams was developed which consisted of a two A4 page visual resource that signposted learners through the steps on the WAES website to log in to MS Teams (see Appendix 2).

From the tutor-learner experience we quickly realised that time spent developing a clear resource and a step-by-step guide for learners would help reduce time spent 1:1 supporting MS Teams login and resource downloads. Previously this was taking anything from 1 to 2 hours of support outside the classroom, which was in addition to the GLH provided by the course being undertaken.

We observed good practice being undertaken by colleagues who worked in Community Learning. We filmed a Community Learning teacher demonstrating to learners how to access MS Teams via their phones. This was done in a classroom- based setting and required the use of the interactive whiteboard. In the observed session there were three participants. The total duration of the session was 1.5 hours. Our observation revealed that this was an efficient use of time.

The LDD team worked collaboratively with the EDS tutors in the design and implementation of the induction resource. See figure 1:

Figure 1: Induction resource