1. The BLITT Project University of Northampton
Learning and Teaching Conference
17th May 2016
Elaine Batchelor, Head of ITT

2. What is the BLITT project?
Funded UoN T&L project
Evaluate the implementation of Blended Learning in Initial Teacher Training
Trainee teachers –UG and PG
University based learning focus but linked to school placements
National Changes in ITT
Use of technology in HEI
ITT programme for teacher training for an academic and an professional qualification to teach children 3-11
Part of the university as a programme but those who train teach also use these approaches in the professional context
early Sept to July and relate to school term times, all students have significant time in schools
National changes in ITT, and use of technology in HEI – so we are looking to see what are effective ways to learn to be a teacher

3. To monitor implementation and evaluate the impact of new teaching and learning practices.
To evaluate how “learning events” and “online learning packages” enable students to make progress in their development as beginning teachers and which approaches are most effective in enabling them to make links between theory and practice within a community of practice.
To explore how all teacher educators’ work with student teachers is enhanced / changed by teaching using “learning events” and “online learning packages”.
To support the Changemaker initiatives and future module review elsewhere in the School of Education and the University.

4. ITT QTS Blended Learning
Structure of Modules
Contact Hours for 10 credits
4 hours OLP, 20 hours LE (yr 1)
12 hours OLP, 60 hours LE (PGCE)
ITT composed of Modules, some of which are school based and others delivered by a range of tutors with subject specialisms.
What we mean by blended learning
Each module is made of units, a unit can be a learning event
Learning events comprise 3 parts or an on-line package/off site learning which is done asynchronously on or off campus, according to student choice
Part of each learning event is a face to face session of one or two hours (sometime more) in length

5. Prior to Project Nov 2014 -PGCE Curriculum Changes
Nov ‘Innovative Pedagogy’
Dec Promotion of Technology Enhanced Learning in QTS
Jan 2015 –SoE Forum on use of apps
March Learning Events and Online Learning Packages introduced to all QTS
June staff training on technology
Our projects had a lead in from other events – so not to be seen in isolation to the University
Uni docs
Internal programme PSR
School forum for SoE
Projects such as ipad project with Helen Scott
Staff interest in further supporting trainees to use tech in their teaching
The driver of Waterside, to work off site as well as HEI and ITT changes

6. Evaluation Framework
Contemporary text identified which gave a secure framework for a short term study – using 5 themes
Appropriateness
Effectiveness
Efficiency
Impact
Sustainability
Markiewicz and Patrick 2015
We have used a framework offered by one contemporary writers
So we are aware that we have been limited by this framework – but in applying it we have been able to focus on the findings rather than looking for a conceptual framework

7. Program Theory
This an attempt to unpack the casual links between the efforts of any programme and its intended results (page 72-74)
Since 1970s, theory based approaches have attempted to identify and represent a programmes assumptions about the sequence of expected change. These are commonly depicted in a diagrammatic way.
A program theory is based on views, experience and literature on what works in context. Mechanisms, which need to be made explicit, are needed to enable each step of change to occur.
There are two tools within the Evaluation Framework which have been significant in enabling the project leader and team to articulate the purpose and design of blended learning. These are programme theory and programme logic.

8. Program Logic
This is a visual means to help understand the journey from effort to results (page ).
One common template is called the ‘pipeline logic model’ although it has been criticised for being simplistic.
As a tool, they are intended to depict coherent casual relationships which are logical.
The project team met to agree theory and logic diagrams - provided a framework to establish questionnaires.

9. Data sets Questionnaires (Dec 2015, April 2016)
Lickert-type scale distributed to:
BA QTS Y1 trainees (n=102)
PGCE trainees (n= 47)
ITT teaching staff (n= 20)
Qualitative comments

10. Appropriateness To what extent is Blended Learning considered suitable in meeting the needs of ITT staff and ITT students.
15 staff, 102 year 1, 47 PGCE
Dec 2015
Program Theory is considered by most staff to capture the intentions of blended learning.
Staff and trainees identified that they understand what blended learning involves (3-7 trainees more than 5-11).
All groups of trainees believe that blended learning meets the needs of staff and the trainees in teaching trainee teachers more than the staff do (approx. half of the tutors do not think it meets their needs).
Differences between groups of trainees in knowing which modules have blended learning.

11. Efficiency To what extent have the inputs into implementing blended learning been converted into outputs.
Staff Dec 2015
53% agreed that outputs had been achieved
Most staff created over 6 LE and between 1-5 OLP.
Visualisation Nov 11th 2015 – 3 of year 1 modules no OLP
Examples of LE and OLP – Dec 17th 2015
Time to identify staff needs and use of peer support were considered most important in constructing outputs.
Efficiency is limited due to lack of availability of IT in rooms, hardware, funding, time to create resources, IT support (staff feedback)

12. Effectiveness How well has blended learning been implemented to achieve its intended aims.
Initial findings Staff April 2016
Many staff have gained some tech skills and many more are motivated to do so
LE include technology – similar in pre F2F, F2F and post F2F
Initial findings Trainees Dec 2015
I’m being introduced to different resources online and shown how to use them
I am aware of new programmes, eg padlet, which is beneficial

13. Impact – Staff Dec 2015 What results, intended or unexpected, have been produced directly or indirectly by blended learning.
enhances the teaching and learning, enables teaching off site, good ideas for pF2F, F2F and post F2F
it feels like it has raised the breadth of our teaching styles to enhance student experience
just increased variety, impact on learning - not sure
means I am aware so can adapt LE as necessary
range, opportunities, to merge on/off site, efficiency time
speed up progression in PE on specific skills
they are an essential component of my teaching
they provide variety to the methods of engagement

14. Impact – Trainees Dec 2015
it allows me to gain experience on the job as well as learn theories in the classroom
gaining a variety of tools which can be developed in school, improving my knowledge and understanding of specific subjects.
being able to make use of theory and practice
a teacher also has to prepare and reflect on lessons
wider range of knowledge to contribute to practice
I can access more useful tools for teaching
enables us to see what it’s like from pupil’s point of view with posts and pres acting as a form of homework
making me do further reading based on teaching

15. Impact – April 2016 – BA Yr 1
Participation rates for post F2F are rated significantly differently by staff and trainees. 65% Year 1 Trainees say they are engaging compared to 20% according to staff.
Staff have a much lower perception than trainees for: participation with pre F2F, knowledge of module learning outcomes, trainee’s confidence and competence in linking theory and practice and engagement with online communities.
Trainees perceive that staff regularly use technology in their teaching more than the staff.

16. Impact – unexpected
Staff team building – great cascading of knowledge as we have helped each other, helped to build a sense of professional growth (and in some cases) increased confidence,
Some trainees avoid studying, as online learning is not all monitored.
Staff adapting learning events in response to trainee’s responses in online communities of practice
New vocabulary being developed and used; pres, posts, kaltura,

17. Sustainability Project Team will meet in late May to discuss.
What do we need for next year?
What do we need for 2018?

18. Next Steps
Review comments on barriers to engagement by trainees with blended learning
Develop year 2 modules and review year 1 and PGCE LE and OLP
Identify staff and trainee training needs