What a great project and these results sound fab. Really looking forward to reading your final report Caroline 😊

Would love to read about it. We do Basic Digital Skills Courses for very low level learners before they start on Entry 3. These are for learners that have never used a PC or laptop but can do some basic things on a phone.

@Leanne Selway I have used Nearpod, I particularly like the matching pair activity I find it a great way to link terminology with definitions. 

I am realitively new to using Nearpod but after seeing it used effectively in classes and watching the recording of 'Using Nearpod for delivering EDS lessons' training session, I am a big fan.  I am really keen to encourage teachers in my new organisation to use Nearpod.  I am currently developing a training session using Nearpod to model how teachers can use it for their own delivery. 

Yes, I use Nearpod to deliver EDSQ E3 and EDSQ L1. I create self-paced lessons with interactive activities that learners can do at home. I also use them in lessons. I like how the teacher is in control of moving the slides and share results to questions or polls on the smartboard.

Thank you Nusrat for sharing your presentation, it is very useful and I will definitely be using escape zoom, it is very engaging and motivating for learners. 

Thanks for the tips and guidance you shared in your presentation Nusrat. Really useful and fun to share on Zoom. I've used the 'One minute presentation' warmer with adapted topics in my F2F speaking & listening class. A great start to the session!

Thank you, Nusrat, for sharing your hacks for teaching in Zoom.

With regards to sending chat messages into breakout rooms, I'd like to add that they only show in the room you're in at the time. As you were typing in the main room, Cathy and Dawn couldn't read your message in their breakout room. Why don't you just visit each breakout room in turn to monitor? I leave groups to collaborate for longer periods of time and circulate, just like I would in an onsite classroom. It gives learners more opportunities to talk and be more active than in a large group in a main room. They can also complete digital worksheets collaboratively, with one person sharing and typing, or dragging & dropping, but all can think about the answers together. It also gives the learners more autonomy over their learning but they can't slack because they know you will pop in at any time. Afterwards, you can bring them back together in the main room to review, share or give feedback.

Using the whiteboard is also a great idea for collaboration, but even better is using the annotation tools for a text you're sharing. You can, for example, ask students to underline or highlight all past tense verbs, or all adjectives, or the evidence in the text that has led them to their answer of a comprehension question. Using the annotation tools also stops them from shouting out or talking all at once, and gives them something kinaesthetic to do.

Yes i thought so too - good play on 'escape room'. It was a very hard clue though!

This is a useful resource and insightful.  It would be intersting to explore using this!

@Nusrat Bhatti, I really enjoyed todays session and this discussion around using zoom. I hvae certainly picked up a couple of tips and loved the escape room idea.

Great idea, this could also extend to learners presenting and show casing their literature which could further support speaking and listening skills in addition to further supporting PowerPoint skills. 

Mini project for one lesson. Aim to make a poster giving information on a topic. Level 1 ESOL

Students researched topic online. Collated information. Created a word document which entailed inserting images, text and editing. They created a leaflet or poster to advertise their project.

For Pre Entry ESOL Learners. 

Focus on introductions

Speaking and listening and writing.

Build into the SOW to have intentional activity using digital.

Could go to digital RARPA for lower level classes.

Class notebook is used for this in some places.

Could Use Padlet, Flip Grid, or Wakelet. QR Codes.

Students might have better IT skills than language skills. Can use the  idea of buddying up.

Using passwords, getting on line, are the basic digital skills they need to know.

Embedded technology vocabulary during the lesson. E.g. Internet, browser, searcher, icons, upload, download, etc.

Idea of using phones for lower level learners to record vocabulary.

Take photos of board, 

Create tasks for gaining confidence using practical Apps or using google to search information about bus times. Understanding bus and train timetables.

Understanding how to read the time in English and understand our conventions and the different ways to read the time.

Take students out and about to practise their skills.

Download Trainline App; Google translate

Create a CV in Word using set templates.  Researching jobs online and identifying jobs they are suitable for and can apply to by checking job description and their skills/education in their CV.

Learning Outcome

Learners to identify a charity and plan and publicise a fund-raising event.

A few ideas from Breakout Group 2 in the WEA EDS Champions Celebration Event on Zoom today (not a project - we were not quite focused enough - but lots of ideas anyway!)

In a Zoom class - using whiteboard to collaboratively establish ground rules

Finding job ads and applying for jobs 

- search for job ads (search for info) and copy and paste links to share with group

- look at different question types in interactive forms (drop down menus, radio buttons etc) and combine with understanding the questions and info required in forms)

Social media posts (online communication and audience): Communicating in writing, in pictures, in spoken English by using different features of e.g. WhatsApp, Padlet, Google Classrooms etc - link to any ESOL topic - present about something of interest, research and plan an event together...

Not sure if I remembered everything but if not maybe others will add :-)

the activities can be tailored to the level of english and digital skills.

As a starter activity a group of my learners created a class C.V digitally and each added their skills, qualities etc on to it, they learnt a lot about each other in addition to having fun and developing their digital skills.

These are great suggestions, Sarah

Thanks for sharing

This is interesting

Do you have any suggestions on how it could be adapted for lower level learners?

That sound's greate Louise. As an extension activity, the learners could make a short audio/video clip to advertise the poster topic.

Thanks for your ideas Jo. I think your suggestion of social media is an important topic. Some of my learners have been interested in developing English skills to sell products they make at home on Instagram, for example.

I think your activity using Google My Maps is a great idea Elizabeth. Even learners who have lived in the UK for a few years aren't always knowledgeable about places in the UK. In one of my online classes last year, the learners joined from a few different UK locations. They were really interested in knowing more about each other's town/city/area. This activity would have been perfect.

Fab, love your link to social media posts which also ticks two boxes - skills for life and work too. Lots of essential digital skills can be linked to various strands from modules such as Communicating (posting messages, not causing offense in posts) and Being Safe and Responsible online with links to  setting privacy settings, recognising suspicious links in social media messages, knowing social media policies and so on.

This sounds like a really interesting idea. 

It can be a really nice learner-centred EDS task for learners to create a survey, then they collect data by mingling and asking each other, then they present their findings in excel with a chart (inputting the data). The data is generated from the learners themselves; learner-centred tasks are likely to be motivating for the learners. You could survey different characteristics (recycle from ESOL class about physical characteristics or personality adjectives), or nationalities, or any other criteria that would seem relevant to the group. 

@Sarah Howarth yes phones for lower levels. With learners who have minimal literacy I also encourage them to use their video cameras on their phones to record vocabulary. They point the camera at a handout or at the board and record while I read and point at the words as I read. This way they have a more useful record of vocab than a photo (which is of less use if they are not sure how to read the words when they look at it again). This can also involve discussion of privacy and appropriate use of video and sharing (is everyone aware that we're videoing, does anyone mind, taking care not to point the camera at anything with personal info on). If they need to develop skills in sharing info and media, you can encourage a different learner at different times to take the pic or video and send to you or to the group. 

Would be fantastic to tap into their interest in making and selling to look at the language of advertising, describing the items... as well as the digital skills 😊

I have tried this and then got the students to create a graph from their data. they also cretaed a report in Word and copied their charts and graphs into it. They were able to use this to reinforces learning in English for report writing and maths for analysing data.

Here's another mini project for one lesson which combines English / ESOL, EDS and Maths:

Split the learners into small groups and get them to research destinations they're interested in for their real class trip. Ask them to do Google searches to find out what there is to see and do, how far it is, how to get there and how much it will cost for transport and entrance fee. Get them to make notes and share their ideas and findings, practising presentation skills and persuasive language. Next, faciliate a discussion to consider the pros and cons of their ideas. Finally, ask them to vote for their favourite destination (British Values - Democracy) and plan the trip in real life!

P.S. I'll feed back to you to let you know how it went in my classes!  

This sounds great Anke! A real outing is much more fun than using worksheets - especially now we can get out on class visits. A further digital skills activity could be for learners to take photos and/or videos of interesting aspects of their visit to add to their presentations. Looking forward to your feedback!

I have found that adult learners have barriers with their knowledge and confidence in digital skills, as many have not been using laptops etc before.

ESOL students may struggle with understanding digital terminology

Staff themselves have varied digital illteracies and lack confidence to expand their skills in case of failure. There are certain subject areas that are resistent to change in terms of digital tools to enhance the learning experience. 

Digital poverty can impact learning progress when a student doesn't have access to technology at home. The more new skills can be practised the quicker they are learnt. Students can be encouraged to use computers available to them at college or in their local libraries.

Have you looked at the good things foundation for this?

@Shaila Karim this link will take you to the resources @Mary Moss referred to https://enhance.etfoundation.co.uk/community/gotopost/312/eds-community-of-practice/2021-11-17/mary-moss/eds-course-for-esol-learners

Thank you Angela.

Thanks for sharing the video of this session - really useful insight on the importance of formative assessment and using hinge questions as a diagnostic tool with learners, which also helps to promote their critical thinking skills. In the past I found mini whiteboards and markers were useful in the classroom, but since the shift to teaching/learning online, I've used Zoom annotate features to do something similar. I quite like the idea of using Google Docs too and will give it a go as there are so many clear links also to EDS modules such as Creating and Editing.

Hi Kirk, see the previous reply on funding /community/gotopost/734/eds-community-of-practice/2022-03-08/kirk-walker

No, Kirk: EDS funding starts from age 16.

I would also like to know the answer to this

We will wait for the response to this.

EDS qualifications  are funded through the Adult Education Budget, the offer fully funds individuals. The entitlement was extended in late 2020 to include 16-19 study programmes such as Kickstart.

To find out more about funding:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/938661/AEB_2020_to_2021_funding_rules_V4_Final_.pdf

Since August 2020 there has been a national entitlement to fully fund eligible adults aged 19+ who don't have the basic digital skills that are typically required for life and work to undertake Essential Digital Skills qualifications (EDSQs). EDSQ are also funded for 16-19-year-olds as part of a Study Programme.

I would be comfortable delivering to around 12 for EDS online -however we are currently not delivering EDS online due to its content and learners software/access etc.

Also the ability to remote invigilate

An interesting question, the answer may depend on the delivery methods you are using. For example have you pre-recorded screencast videos showing how to perform IT skills so that you can use a flipped learning approach or do you demonstrate live during the lesson. Are you making use of breakout rooms to differentiate by skills levels E3 or L1? I think larger groups may be possible for L1 where you have a lot of support resources already available to help learners.

It does also depend on digital confidence of the learners as to how many is a manageable number without compromising on the quality of the teaching.

It is so challenging teaching online with learners coming in on different devices at differing levels with challenges such as software, different web browsers, email systems etc.  Keeping everyone engaged and able to teach at different levels managing the digitial tools in the class room is key!

I would prefer a small class of 6-8 learners, that way each learner could get 1to1 with the tutor. Also by keeping low numbers learners can progress and gain confidence.

I agree smaller classes are good.  I do like to use break out rooms to enable people to work together and me to do a one to one with learners in the sessions too and this does work well.  I always open up an additional break out room and then pull people in to offer one to one support and learners have appeared to really appreciate this option of learning.

Within my organisation we have Digital Learning Coaches that offer 1:1 or small group sessions, outside of class time, to support students in developing their digital skills. This in turn supports them in being able to participate online. 

I have used EDS inconjunction with the Employability Award, e.g creating a CV, applying on-line, emailing employers and responding to job vacancies.  Students don't always realise the IT skills they use.

Looking at adding EDSQ to to the wider college curriculum - Counciling - Hair and Beauty and Child care courses

Staffing issues has come up as an issue in our breakout room, so even if you have IT and ESOL linked you have got to have time and teachers. 

Having a small community of practice, in our case a MS Team, to share resources, ask questions and share problems, ideas and solutions

Sounds like a good idea! As far as I'm aware, we only tend to share resources, ideas and links within our own curriculum areas, so if we already have something similar, it needs to be promoted. If we don't, we could set it up.

You and Camron also talked about 1:1 support for learners - I think this might also work for teachers. Within our centres, we already help each other with IT-related queries, but I suspect we'd all benefit from upskilling hands-on with a buddy.  

Agreed! Perhaps prioritising the teachers' needs as perceived by themselves would ultimately be more beneficial for the learners than prioritising compulsory, managerial requirements. Realistically, we can only fill a limited number of hours with work in a day, or else productivity, concentration and wellbeing will decline.

Learners need skills to effectively read an online text to go deeper and make choices appropriate to their learning, a lot of literature contains embedded resources such as hyperlinks, audio clips, graphs or charts. Learners are also required to create, collaborate, and share digital resources responsibly. 

I think the biggest challenge will be understanding the full resources available and their impact, this will be the main focus, then it will be the challenge of changing the mindsets of learners and tutors. 

Working with young learners I can see this being an easy transition to using smart devices more effectively.

Might be more of a challenge with more mature learners. As I think they will need more handholding through some of the tasks.

The biggest challenges I face will be the understanding of the models and the platforms before rolling it out to the colllege.

I will then need to inspire and disseminate the information gained to the teachign teams and ensure they are confident to proceed.. 

The motivation and the drive of the students to understand the requirements of the programme and the benefits as well as the logitical elements of timetabling and organising the delivery of the programme is something that needs to be discussed with the delivery team.