Jeanette Stewart

Chesterfield College
Member since September 2020
Teaching, Lecturing, Apprectiship delivery, Private Tutoring, Professional Team Development, 15 years industry experience in Manufacturing and Supply Design, Community, Cultural, Digital Creative, QTS and DBS cleared , Curriculum development and Management experience, Level 5 leadership and management qualification , Post grad and Degree . Autism level 3, supporting Children and young people level 3 and behaviour, mental health level 2.
  19 modules rated
  20 modules completed
  9 badges earned

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Equitable access to digital technologies
Inequitable access can stem from the ability of the student as well as the resources that are available to the students . It can also be how you plan your learning to meet the needs of the learners as they develop over time with you .Differentiated availability helps equitable access. You have to ask, 'how do I teach with what I have got?' What can I do and what cannot I do?' This is very apparent when you work as I do on supply and short term contracts. I do love the College work where I can use the One File and I can use the phone to call them. I have set up learning for remote access Vis Teams and this to has proven interesting as some student thrive on the method and others do not - this is something you have to consider when looking at equitable access. The internet is a great resource but you have to teach student how to use it effectively to help them learn as well as checking their facts and I can sent links via an email and create links on One File, put worksheets and knowledge based work on via the internet by email and by making links to u-tube - this is something i would like to explore more - and I have considered having my own website so that I can organise my own scaffolded learning - this would allow the students to access things in their own time and at their own pace.
I have pasted the comments from the first activity as I find them a useful memory jogger. Ask learners to work with resources and activities as homework or preparation work that is online. They can be accessed at home, work, study centre, public library or elsewhere, as long as they have access: If technology is not available in the hall then ask learners to make use of it anywhere else they do have access. Possible activities will be preparation, follow-up and possibly online meetings. Share printed lists of recommended links to support learning for learners to explore: Learners can take away a reported list of ideas to work through, using their own resources. Suggest the use of software like ‘Google Translate’ that supports learning generally but is not central to learning activities: Technology that provides general support and ancillary help but not is not used as essential may be helpful to some learners who want advice.Share links to audiobooks narrated in other languages that supports learning to listen to as a means of reinforcing learning: Audiobooks work well when listened to in quiet times by learners.
Use technology like ‘Skype’ and ‘Appear-in’ to find and talk to students in your study language: Where learners have access to technology or can appear together at a joint location can join in online groups and discussion using meeting place software.

Supports equitable access:
Students are given access to a central ‘drop-in’ study area where technology is available: Most organisations provide a central study area, often staffed by study skills experts.A loan system is in operation and learners can use: Loan systems have their limitations as nothing can be saved on the machines loaned. However, it provides a means of engaging in learning exercises using technology.
Does not support equitable access:
Assumptions that every learner has access to the web is used in designing learning: Assumptions should be replaced by a review of what learners have and feel comfortable in using in learning. This provides a starting place for planning and options to develop digital literacy.
Learners know about Eduroam and how to connect devices to it: This might be a course requirement, but in any other circumstance, reducing options unnecessarily is not helpful to promoting equity.

Digital well-being for all (Part 2)
Protecting your information requires you to check and update your settings on social media sites and to consider the content and audience of every post you make.
I have found that the linking of this course and my research to my social media account has caused me some issues which I have had to go to see IT at work about.
One thing that has happened during lock down is I have had an attempt to hack into one of my accounts and this has made me think really carefully about how I need to set up separate identities for work and personal social media interactions.
I also note that some of the content from other people once I had gone public on a couple of post was not always very nice. This is something that made me very aware of making sure that my students were setting their posts to private where we had used social media - For example on things like Pinterest where I do encourage students to keep sketch book ideas and share them . I have found the sheer volume of pass words is getting a bit silly - I have looked at making them one line on an app but then after the hacking of my social media site I am not comfortable with this.
I think this is an area where a lot more training should be given to us as staff as it is an area I feel very unsure of in the public domains, I am happy with what to do for my own private social media but with the advent of digital learning on line I would like to see more laws and rules set up so the companies and platforms have to keep the users protected. For this reason I have a preference for Apple products as they do seem easier to use and feel safe, but workplaces use the android. Everything is moving very quickly in this area and I feel sure that once I have trained in the ways in which to set up accounts and what accounts are best used for what purpose I will feel more comfortable using the different sites to communicate and upload my learning content . I think the College is very good at signposting the students to help and support - I am very grateful for the IT support that we have in this new remote world from College, but it is hard making sure we can access all these apps and site for the learners - I think the college should may be have a central hub of apps that they use as often you cannot down load them on the College computers as they are password protected by Admin and there is limited space for adaptations on the actual computers we are issued. I may be need to think about buying my own new computer to make sure I have all the apps that are in these sites and then i would be able to hand them on to my learners - an investment I will have to make as College equipment as with schools is always behind the times and slow. .

Accommodating the learner's digital context
I already change the format to meet the needs of learners. I make design changes to the original plans to suit the individual needs of learners. This may mean using visuals or recordings over the top of slides. I am still learning about the different Apps and programmes that can be used. I would like to use the break out rooms with the new teaching assistant learners I have been given. I am hoping to use the break out rooms for the functional skills work that I now have to deliver as all the learners i have been allocated have not got the required level of functional skills I think group work will work well to help these student to learn confidently in the current pandemic world. Having two groups will allow me to move the students from maths and English group on the same meeting - if i am am able to plan it out i can use the BKSB assessment's on each of the groups and all the assessment will be done via this. This would be a good use of the two new forms of digital working that suits these students. The VLE is something i would like to explore and the manager of HAC wants us to create resources that are assignments on One file - Having thought about this this is very similar to the way in which Teams sets up but the One file has already worked out all the analytics and made it visual - this has to be developed in the teams app and as the College group is fragments across curriculum and the Apprentiship I am not sure that we have the joined up thinking and lead to make this work effectively yet. It is ok to share the ideas for technology but unfortunately the range of access is not even across the students or indeed the staff access to programmes that could help us to develop so it is not helpful to share ideas as it makes the disparity more obvious and creates a barrier as the staff get frustrated and the students that do not have access need to be focussed on to keep them up to speed.

Accessibility and the law: Getting it right
A wide range of resources that need further investigation.
I found the signing up to the different platforms confusing and not easy to navigate- I liked the ideas and the research - I just hope I will be able to re-find the vast range of resources and weblinks this unit contains and recall where it is in the vast array of information.

I would like to be able to find the Moodle again and I like the idea of the xerte- I just need to hit the ground running with giving the students briefs that work for them.

How to tread a positive digital footprint
The pace at which all these digital skills eg using messaging tools (communication), cloud-based tools
(collaboration, teamwork, creativity), and social media (research, critical thinking) have grown over the last year has kept me on my toes. I have learnt how to make sure my profiles are private but have found since the cloud based servers have come on line that the cloud concept confuses me and makes me nervous in the way that the Facebook and the Instagram did at first. It is just another way of saving and working on files and I have some aspects of working on line and researching very engaging, I think I enjoy the challenge of completing a course on line. what I find hard and challenging is the absence of paper based note taking! So I cannot re-read and think about the learning creatively like I would in a sketch pad...Trello maybe ? mmm

Modules Completed