Professional Documents
Culture Documents
Bob Powell
Steve Davies
April 2002
1
Acknowledgements
Bob Powell is Associate Director: Lifelong Learning at Becta. Steve Davies is Project Officer with the Ferl
team and carried out the bulk of the statistical analysis.
The questionnaire that informed this report was based on one initially developed by Alison Page of Becta
in 1999 for a survey of ILT in FE colleges and on a refinement of that survey that was conducted with
Specialist colleges in 2001 The final survey instrument and the results and analysis arising from it has
benefited from the advice, guidance, comments and observations of a range of individuals and agencies,
in particular the members of the Specialist Colleges ILT Sub-group of the National Learning Network
Programme Board, under its Chair, Ceri Prosser of Treloar College.
Particular thanks are due to Jacqueline Marsh, NLN Development Officer at LSC for her contributions to
the document and for her energetic chasing of late returns, ably assisted by her colleague, Kate Halliday.
The main findings were first aired at a meeting of the Specialist Colleges Sub-group and this final report
has taken account of the supportive and critical commentary offered by the group at that event and
subsequently by email.
2
Contents
Contents................................................................................................................................................... 2
Tables....................................................................................................................................................... 4
Charts....................................................................................................................................................... 4
1 Management summary ..................................................................................................................... 5
1.1 The survey................................................................................................................................. 5
1.2 The Specialist college sector ...................................................................................................... 5
1.3 College computer infrastructure ................................................................................................ 5
1.4 Access to computers ................................................................................................................. 6
1.5 Uses of ILT................................................................................................................................. 7
1.6 Staff skills .................................................................................................................................. 7
2 Introduction...................................................................................................................................... 8
2.1 Context and purpose of the study .............................................................................................. 8
2.2 Survey methodology and response ............................................................................................ 8
2.3 The Specialist college sector ...................................................................................................... 9
2.4 IT Funding and Expenditure ..................................................................................................... 10
3 Infrastructure.................................................................................................................................. 12
3.1 Baseline computer specification .............................................................................................. 12
3.2 College computer stock ........................................................................................................... 12
3.3 Local Area Networks................................................................................................................ 14
3.4 LAN Performance .................................................................................................................... 15
3.5 Internet connectivity ............................................................................................................... 16
3.6 Constraints on Internet use ..................................................................................................... 17
3.7 Technical Support.................................................................................................................... 18
4 Access to Computers....................................................................................................................... 20
4.1 IT and ILT Policy ....................................................................................................................... 20
4.2 Access for staff ........................................................................................................................ 20
4.3 Access for learners .................................................................................................................. 21
4.4 Meeting student demand for computers ................................................................................. 22
4.5 Student demand for Internet ................................................................................................... 24
5 Uses of ILT ...................................................................................................................................... 26
5.1 ILT and the curriculum ............................................................................................................. 26
5.2 Staff use of the LAN/Intranet ................................................................................................... 26
5.3 Student use of the LAN/Intranet .............................................................................................. 27
5.4 Other Networked Activities ..................................................................................................... 28
5.5 Uses of the Internet by staff .................................................................................................... 29
5.6 Uses of Internet by students .................................................................................................... 30
5.7 Email access ............................................................................................................................ 30
6 Staff skills........................................................................................................................................ 32
6.1 Staff IT and ILT competence..................................................................................................... 32
6.2 Teaching/learner support staff ................................................................................................ 32
6.3 Student/personal support staff ................................................................................................ 33
6.4 Administration/institutional support staff ................................................................................ 34
Appendix: Assistive Technology in the Specialist college sector ......................................................... 36
3
Tables
Charts
4
1 Management summary
Most specialisms are covered by very small numbers of colleges. The largest group “Learning difficulties
and/or disabilities” accounts for nearly half the sector, but is something of a catch-all category, masking
further wide variation within the classification. Only the nine colleges for students with visual impairment
stand out as a significantly-sized group within the sector.
Students numbers are small by comparison with mainstream FE and sixth form colleges. The largest
college caters for 254 students, whilst the median college (the college in the middle of the range
surveyed) caters for only 42.
Very nearly half of all Specialist college staff have as their primary role support for the living needs of
students. Two-thirds of teaching staff are full-time, exactly reversing the proportions within the general
FE sector where sessional staff make up two-thirds of all teaching staff.
The median price paid for a middle-range computer is £750, slightly higher than in FE generally where the
median price is £700. However, there is considerable variation in price paid for similar machines across
the sector, a situation mirroring that in FE.
Despite generally robust LAN specifications, 57% of Specialist college networks are currently at capacity
and a further 13% are unable to meet even current demand. However, only 45% of specialist colleges
restrict network traffic in bandwidth-hungry applications, as opposed to 80% in mainstream FE colleges.
Only 6% report that slowness and unreliability are a frequent problem of network performance. 34%
describe their network as working without appreciable delay, with the remaining 60% reporting their
network to be slow at busy times.
5
Internet connectivity
88% of Specialist colleges are connected to the Internet, though only 4 (8%) have the 2Mbps connection
equivalent to the JANET connection for FE. Of particular concern are those colleges still relying upon
modems and the one in three colleges that have no Local Area Network to distribute Internet traffic
across machines.
The most pressing barrier to increased use of the Internet is the number of access points, i.e. internet–
connected computers. The level of student skill is seen as the second most important constraint. This,
taken along with colleges reporting the availability of staff for student support as an additional constraint,
reflects the particular needs of the student body.
Technical support
Half the Specialist colleges directly employ technical support staff, and just under two fifths use an
outsourced service. The remaining colleges make use of technical support provided by their parent
organisation or by other college staff members. As might be expected, the larger colleges are more likely
to employ technical support staff, and the smaller colleges are more likely to use non-specialist staff, such
as teachers.
Staff access
All or most administration staff have access to their own computer in the overwhelming majority of
colleges. Teaching staff are far more likely to share a computer; all or most teaching staff share
computers with other staff in 19 colleges, and with students in a further 21.
In the majority of colleges, all staff can access a computer to use, but there remain 3 colleges where
neither the teaching and learner support staff nor the student and personal support staff have any
computer access, nor is it seen as a priority. Only one college has achieved the situation where all
teaching staff have a computer for their sole personal use, and 33 do not regard this situation as a
priority.
Student access
The median ratio of students to a computer was 1.7:1. The mean value was distorted by the small
number of very large ratios, producing a value of 2.9:1. The importance of computers as a basic tool to
enhance communication and to support learning and essential living needs of the Specialist colleges’
students is reflected in this outcome. Whilst the calculation of ratios is helpful to facilitate comparison
with provision in the FE sector generally, it is likely to be of far less use as a measure for setting any kind
of sensible target for Specialist colleges.
Given the relatively good levels of computer resource noted above, it is no surprise to find that around
60% of Specialist colleges report sufficient capacity to meet student demand for computers. Only two
thirds of Specialist colleges, however, report demand for ILT to be widespread among students, compared
with over 97% of mainstream colleges.
While access to computers is easy in close to 30% of colleges, the remainder experience difficulties,
students having to wait or queue in around half of Specialist colleges. Students are entitled to computer
access to enable them to complete work in less than half of the colleges, while a further quarter of the
sample report that students can expect access, but it could not be described as an entitlement.
6
1.5 Uses of ILT
More than three quarters of Specialist colleges that offer Basic/key skills, Vocational programmes, GCSE/A
levels and Communication skills programmes make some use of ILT in delivering these. Programmes
supporting independent living skills, which are reported by the largest number of colleges, have the
lowest levels of ILT use.
Access to email
Relatively few staff, full-time or sessional, have a personal email address at college. Only 13 colleges rely
wholly upon an internal email system, whilst a further 5 supplement internal provision with externally
based services. 22 rely wholly upon external email.
As might be expected, there is a lower level of skill among student/personal support staff. 41% are
competent or advanced in their IT skills, with 30% at a similar level in ILT. Colleges will need to make a
judgement about the particular skills required within this staff group in the context of the particular
student needs that they support.
The IT skills of administration and institutional support staff are reasonably high, with 89% of this group
reported to be competent or advanced. Colleges were asked solely about he personal IT skills of this
group, given that they have no direct role in the delivery of learning.
7
2 Introduction
The study took the form of a survey by questionnaire of all the 57 Specialist colleges in England in receipt
of Learning and Skills Council funding. The study explored quantitative issues relating to infrastructure
and practice. The questionnaire was published and disseminated in both paper-based and web-based
formats.
Survey sample
Learning difficulties/disabilities 22
Visual impairment 9
Deafness 4
Behavioural difficulties 3
Epilepsy 3
Physical/learning disabilities 3
Brain injury 1
Range of impairments 1
Base = No of respondents
Most specialisms are covered by very small numbers of colleges. Even the largest group “Learning
difficulties and/or disabilities” is itself something of a catch-all, masking further wide variation within the
classification . Only the nine colleges for students with visual impairment stand out as a significantly-sized
group within the sector.
8
2.3 The Specialist college sector
The 50 colleges surveyed had a combined total of 3166 enrolled students in academic year 2001/02 , the
whole sector therefore accounting for little more than 3200. Each college is very small by comparison
with mainstream FE and sixth form colleges. The largest college in the sector reported 254 enrolled
students, but the median college (the college in the middle of the range surveyed) caters for only 42. It
should be noted that as the 7 colleges that did not respond had student numbers that would place them
in the smallest 25% of the survey sample, the median student number for the whole sector is in fact
below 40.
Specialist colleges are predominantly residential, with 87% of all students boarding at their college. 87%
of students are under 25 years of age, and two-thirds are male. The table below shows that over 70% of
college programmes are greater than 2 years in length.
1 – 2 years 606
2 – 3 years 1327
A further distinctive feature of the Specialist college sector is their staffing structure. Very nearly half of
all staff have, as their primary role, support for the living needs of students. Amongst teaching staff, two-
thirds of are full-time, exactly reversing the proportions within the general FE sector where sessional staff
make up two-thirds of all teachers.
9
2500
2000
1500
Part Time
Full Time
1000
500
0
Teaching staff Student/personal support Admin staff
staff
Only 40 out of the 50 respondents gave figures for IT expenditure, but that number contained all the
larger colleges in the sector. The total expenditure on hardware by these respondents for the year
2000/01 was £1.1million, and software expenditure was £250,000. Fewer colleges gave a figure for staff
10
development for IT. Non-respondents tended to leave the box blank rather than enter a zero, inviting
speculation that they were unable to make a sensible estimate of expenditure, rather than that they do
not spend in this area. The 30 colleges that did respond spent £110,000 on IT and/or ILT staff
development.
The full extent of spending on technical support is more difficult to gauge due to the different types of
support utilised in the sector. We estimate that the 25 colleges that directly employ technical support
spend around £700,000 in wages and associated costs. 14 of the 19 colleges that use outsourced services
quoted a figure for spending on technical support, totalling £100,000 between them. Figures are
unavailable for those colleges that have a service provided by the parent organisation, but clearly
someone, somewhere in the organisation foots the bill. Similarly, there is an opportunity cost to those
colleges that rely on their own staff, while apparently getting a ‘free’ service, arising from the diversion of
staff effort away from their ‘real’ job for periods of time.
Partnerships
17 colleges reported working with other organisations to develop their ILT provision. 8 have some form
of working arrangement with other colleges, 4 with Ufi/learndirect and 4 with UK online. A further 7
collaborate to some degree with other organisations, including a local adult education service, charitable
foundations and, notably in one case, a commercial software company looking to develop the college’s
internal systems into a marketable product.
11
3 Infrastructure
Respondents were asked to describe the baseline specification that they would currently consider buying
for delivery of learning programmes, in terms of speed, RAM and hard disk capacity and classify stock in
terms of that baseline. This is more robust as a basis for comparison over time of changes in computing
capability than arbitrary choice of any particular current specification or machine, since it matches the
continual changes in technology of computers with changes in user expectations.
Colleges were also asked to describe what they would consider the current ‘best buy’ specification. The
three dimensions of speed and memory were then weighted to produce eight bands representing
machines of increasing capability. The Table below shows a typical specification for each band.
Nine colleges chose not to respond to this question, with the implication that some may not identify a
defined baseline specification for this purpose. There was a wide spread around the median baseline
specification of 650Mhz with 64Mb of RAM and 10Gb hard disk, with 25% of those that responded
reporting a baseline of 200Mhz with 32Mb of RAM and a 2Mb hard disk. This is very slightly higher than
the median calculated for mainstream colleges in Becta’s 2001 survey of FE in England and identical to
that in Scottish colleges in the same year, leading us to conclude that there is no significant difference
between Specialist and mainstream colleges in this variable.
One in seven colleges quoted a baseline specification in excess of 1000Mhz with 256Mb of RAM and hard
disk capacity of 20Gb.
12
24%
Below baseline
42% specification
Meet baseline
specification
Above baseline
specification
34%
The best buy is typically a significantly higher specification than the baseline. Although 22% of
respondents cite the same specification for both baseline and best buy, the average best buy is three
bands higher than the quoted baseline specification. This almost certainly is a simple reflection of the
continual upward movement of technical offer within the marketplace; colleges may define a baseline
requirement in terms of user needs, but find it cheaper to buy over-specified machines, or indeed
impossible to buy the baseline as the market has moved inexorably on.
Colleges were also asked if there were any other factors they considered critical when purchasing a
computer. Value for money was by far the most widely cited single factor, with 17 respondents (34%)
mentioning this, compared to 43% of FE colleges. The most important issues for general FE colleges, the
build quality and robustness of machines, and support and service, while significant for 10 and 6
respondents respectively, were far less widely cited, which is slightly surprising given that many Specialist
colleges have no in-house network support staff. Technical issues emerge as a concern, notably monitor
size (9 respondents), access devices (7) and compatibility with existing systems (6). Other more general
technical issues were raised by 15 respondents. The prevalence of technical concerns may reflect the
complexity inherent in maintaining individualised assistive technologies within many Specialist colleges.
13
The median price paid for a “best buy” computer is £750, higher than in FE generally where the median
price is £700. The table above shows a similar picture to FE, where the variation in price within each band
is greater than the differences between each band. The higher prices paid overall may reflect a
combination of the particular technical specification enhancements needed by Specialist colleges and the
small size of each institution resulting in an inability to leverage bulk purchasing deals. Some colleges may
lack the in-house expertise and knowledge to make a full assessment of all the offers in a complex, rapidly
changing and commercially predatory marketplace.
Around two-thirds of Specialist colleges have a Local Area Network. Over half of these colleges have
networks that are at least partly 100 Mbps Ethernet or higher, indicating well-specified networks within
the sector. The distribution and bandwidth of LANs are both closely related to college size. The table
below shows that larger colleges are more likely to have a LAN in place. Analysis of the data further
reveals that LAN bandwidth is closely related to college size. Given that a key determinant of LAN
performance at any given time is the number of concurrent users, it is likely that the performance offered
by a 10 Mbps LAN is less problematical for the relatively small number of students supported by Specialist
colleges than would be the case in much larger FE colleges.
The one in three colleges that currently have no significant LAN must be of great concern in the context of
extending the benefits of ILT and e-learning to all students. Without a comprehensive and robust LAN a
college is cut off from access not only to Internet-based services, but also to a whole range of networked
applications, including the outputs of the National Learning Network which are now universally available
to mainstream students.
Around half of Specialist colleges have only one site. Less than half the single-site colleges are networked,
a finding in line with the numbers of small Specialist colleges without a LAN. Nine of the multi-site
colleges have computer links to at least one subsidiary site: 4 use cable technologies, 3 use ISDN and/or
modem and 2 use leased line technology. Further work is required in order to determine the purpose and
status of the subsidiary sites. It has been suggested that some of these may be solely residential
accommodation, rather than teaching and learning facilities. Given that 87% of all students within the
14
Specialist sector are residential, then many colleges may wish to develop a strategy that extends the
network into residential areas for leisure as well as extended learning.
15
18
16
14
12
10
0
Over stretched At capacity Spare capacity
Despite generally robust LAN specifications, 57% of Specialist college networks are currently at capacity,
whilst 13% are unable to meet even current demand. These data must be seen against a backcloth of
substantial future increases in demand upon networks. Not only must each college network support its
share of a general trend towards increasing numbers of machines, but it must also deal with the increased
reliance upon networked applications rather than stand-alone computers. In all of Becta’s ILT surveys we
have observed a motorway effect, comparable to that which sees traffic rapidly adjust upwards each time
an additional lane is opened. Additional computers, greater network capability and increased Internet
access within Specialist colleges is likely to unleash comparably greater demands upon an already
stretched network infrastructure. Only 9 colleges (30% of those with networks) consider that they are
able to meet any such additional demand.
16
learning potential of Internet-enabled services and benefit from future involvement in the National
Learning Network materials demands significant improvements in connectivity amongst Specialist
colleges, particularly at the lower end. Of particular concern must be those colleges still relying upon
modems and, equally worrying, the one in three colleges that have no Local Area Network to distribute
Internet traffic across machines.
17
Access points
Student skills
Access speeds
Course design
No interest
Of the other constraints upon increased use, cost is the only issue cited as important by a significant
number of colleges. Four colleges noted restrictions on access outside college hours, or in residences.
Inappropriate use was a factor raised by only two colleges, a striking contrast with the 11% of FE colleges
who have concerns about this.
18
responsibility is teaching cannot be sustained with increased use of ILT in general and networked
applications in particular.
100%
90%
80%
70%
Others
60%
Other members of staff
50% Parent organisation
40% Outsourced
Employed
30%
20%
10%
0%
>82 students >42 students >21 students 21 students
and less
19
4 Access to Computers
The chart below shows the distribution between the different groups of staff of access to a designated
computer. It can be seen that all or most administration staff have access to their own computer in the
overwhelming majority of colleges. This degree of access for teaching and learner support staff exists in
only 8 colleges. Teaching staff are far more likely to share a computer; all or most teaching staff share
computers with other staff in 19 colleges, and with students in a further 21. This last figure is substantially
higher than in mainstream colleges, but may reflect a culture of closer relationships and more mutual
working between students and staff in the Specialist colleges rather than a second-best rationing process.
20
45
40
35
30 Administration/institutional
support staff
25
Teaching/learning support staff
20
Student/personal support staff
15
10
0
all/most some/few none
In the majority of colleges all staff can access a computer to use, but there remain 3 colleges where
neither the teaching and learner support staff nor the student and personal support staff have any
computer access, nor is it seen as a priority. Only one college has achieved the situation where all
teaching staff have a computer for their sole personal use, and 33 do not regard this situation as a
priority.
21
number of computers necessary to achieve the target ratio given planned student numbers, may be more
meaningfully achieved in Specialist colleges by simply adding up the actual requirements of individual
learners and learning groups. In this context, the LSC’s NLN target of 1 computer for every 5 f.t.e learners
is likely to be inappropriate both in terms of number and as a device.
2:1
3:1
4:1
0 2 4 6 8 10 12 14 16 18
22
35
30
25
20 little demand
limited demand
15 widespread demand
10
0
Difficulty Sufficient capacity More capacity
The table below shows that while access to computers is easy in close to 30% of colleges, the remainder
experience difficulties, students having to wait or queue in around half of Specialist colleges. Eight
colleges report much more limited access, with three describing access to a computer as very hard.
Students are entitled to computer access to enable them to complete work in fewer than half Specialist
colleges, while a further quarter of colleges report that students can expect access, but it could not be
described as an entitlement.
Respondents reporting difficulty of access were asked to rate the importance of a number of possible
causes, giving a score from 1 (very important) to 5 (not a constraint). Though the three causes have
scores clustered in the middle of the scale, indicating a similarity of seriousness, lack of computers comes
out as most important. Clearly, however, access for students will not be eased by the addition of more
computers if the binding constraint remains staffing or lack of appropriate assistive technology. Looking at
the individual scores shows 12 colleges of the 32 who answered this question giving a rating of 1 to
computers, with only 4 citing staffing and 7 identifying assistive technology at this level of importance. If
23
we look at scores of either 1 or 2, then staffing emerges strongly as a significant constraint, with 17
colleges giving this ranking, compared with 18 for number of computers.
Those colleges reporting limited demand for access to the Internet are essentially the same as those
reporting limited demand for computers per se, suggesting a similar analysis for both observations.
30
25
20
little demand
15 limited demand
widespread demand
10
0
Difficulty Sufficient capacity More capacity
24
Table 13 Student access to Internet
Can get access at any time 8
Must wait or reserve slot 14
Difficult outside lessons 11
Access is limited 8
No access 5
Base = No of respondents
The reported extent of queuing is evidence that computers are typically in use by students. Elsewhere in
education, increased investment in computer infrastructure has done little to shift queues, suggesting
that the motorway effect of releasing pent-up demand guarantees that new investment is soon put to
productive use. The reported one in three Specialist colleges who detect only a limited demand amongst
students, that can be met within existing stock, offer a different perspective on the needs of Specialist
colleges. It may suggest that the opportunities for effective use of ILT are disproportionately distributed
between colleges and student groups, so that some will benefit greatly from investment in infrastructure
and connectivity, whilst the needs of others lie elsewhere. An alternative explanation that the results
appear to support is that more needs to be done to make all colleges aware of the extraordinarily wide-
ranging possibilities of ILT, e learning and access to the Internet.
25
5 Uses of ILT
Vocational 34 26 76%
Use by staff of the college LAN for email and Internet access is reported by all 33 respondents, though
only just over half of those with a LAN describe them as common practice: staff accessing the Internet is
described as common practice in 53% of colleges, whilst staff use of email is common in 59% of colleges.
Equally significant, though smaller in scale, is the use being made of networked applications to directly
support learning and teaching. 14 of the 26 who report using the LAN as a repository of course
documentation, describe it as common practice, with 9 out of 29 commonly using it for delivery of
learning materials. Not surprisingly in a community of small colleges with extensive student support, less
effort has gone into developing an online alternative to face-to-face advice and guidance.
26
Access to the
Internet
Providing Learning
Support Material In use
Providing course Common use
documentation
Providing guidance
Videoconferencing
0 5 10 15 20 25 30 35
Though the other activities are developing, the data suggests that students have yet to take full advantage
of the opportunities for use of the LAN or Intranet created by staff. An intriguing example arises in the use
of the LAN to access course documents. Whilst 26 colleges report that staff use or make common use of
the LAN for storage of documents, only 19 colleges believe that students currently access them and in
only 5 is this described as common practice. This may well accord with the observation that the need to
develop student skills in the use of the Internet applies more generally to browser-based skills, including
ease of use of the Intranet.
27
Access to the
Internet
Obtaining Learning
Support Material
Email In use
Common use
Obtaining course
documentation
Obtaining guidance
Videoconferencing
0 10 20 30 40
28
5.5 Uses of the Internet by staff
There were 44 respondents to this compared with 33 who have a LAN, indicating that a quarter of those
who access the Internet in specialist colleges do so via non-networked computers. Drilling down into the
data confirms the suspicion that these stand-alone connections are modem, or relatively low bandwidth
links.
As an information
resource
Administration and
management In use
Common use
Market the college
Provide guidance
and support
To support
distance learning
0 10 20 30 40 50
All respondents report staff use of the Internet for email. 27 report email as common practice within the
institution, 8 more than describe use of the LAN for this purpose as common. We can infer that these 8
colleges use an external email service for communications. These results, taken together with those for
LAN/ Intranet use, suggest that a significant number of colleges lack the infrastructure required for
extensive reliance upon electronic communications, both within the organisation and beyond it. The only
other major use of the Internet is as an information resource, where the use parallels that of email, with
27 colleges reporting common use for this purpose by staff. A dozen colleges have dipped their toes into
developing and supporting distance learning via the Internet, with one reporting it as common practice.
This must be regarded as an encouraging development and a potential source of shared experience for
the sector’s colleges.
29
5.6 Uses of the Internet by students
As an information
resource
In use
Recreational use
Common use
Obtain guidance
and support
For distance
learning
0 10 20 30 40 50
The development of Internet use by staff and its adoption by students demonstrates a similar pattern to
Intranet activity,with student use lagging behind staff. The Internet is used as an information source at 40
colleges, but commonly used at only 22. This level of use is significantly lower than in mainstream
colleges. This is a telling comment on the penetration of ILT / e-learning into this sector, particularly given
that information search and retrieval is not only a fundamental skill, but also is relatively easy to absorb
into conventional curriculum practice as a first step towards innovative and pedagogically effective
practice. 26 colleges described themselves as providing e-learning, which the survey defined as:
“….. the part of ILT that relates to the use of IT/ICT to facilitate teaching and learning in all its forms,
ranging from the use of whiteboards or data projectors in whole class work through guided group or
individual work assisted by a tutor to computer-based independent or remote learning”.
A further 6 have definite plans to provide e-learning, whilst a further 4 may introduce this type of learning
in the future. It is possible that at least some respondents took a narrower interpretation of this question
and may have focussed upon remote online learning in framing their response.
30
twenty-first century. Only 13 colleges rely wholly upon an internal email system, whilst a further 5
supplement internal provision with externally-based services. 22 rely wholly upon external email.
100%
90%
80%
70%
60%
No email access
50% Shared email address
Personal email address
40%
30%
20%
10%
0%
Perm. staff Sess. staff Res. Students Day students
31
6 Staff skills
60
50
40
30
20
10
0
Beginner Competent Advanced
IT skills 34 52 14
ILT skills 35 50 14
32
The picture for teaching and learner support staff shows a remarkable degree of transfer of IT skills to the
class room. This compares favourably with FE where teaching staff’s IT skills are at a similar level to the
teaching staff in Specialist Colleges, but only 48% are competent or advanced in ILT skills as opposed to
64% here. This could be a spin-off from the use of assistive technologies within Specialist colleges giving
teaching staff the experience of adapting to ILT and the confidence necessary to be comfortable with it.
It may be wise to interpret this assessment of skill levels as optimistic. The lack of a commonly agreed and
well understood set of definitions of ILT competencies, taken together with the uncertainty about what
constitutes good practice and effective pedagogy in e-learning may have led many respondents to
overstate the ILT skill level of staff. Estimates of skill levels are typically based upon a very small skillset,
often as limited as competence in word processing and in presentation software. The message that
emerges from the mainstream colleges, despite similarly rosy estimates of skill, is that this is not enough .
Most feel ever more urgently that a major staff development effort is necessary if the investment in
infrastructure is to be converted into better student learning experiences and outcomes.
80
70
60
50
40
30
20
10
0
Beginner Competent Advanced
IT skills 59 31 10
ILT skills 70 22 8
As might be expected, there is a lower level of skill among student/personal support staff. However it
should be noted that in cases where a high degree of assistive technology is used, the technical
competence of these staff will need to be higher. Colleges will need to make a judgement about the
particular skills required within this staff group in the context of the particular student needs that they
support.
33
6.4 Administration/institutional support staff
80
70
60
50
40
30
20
10
0
1 2 3
IT skills 12 69 20
Colleges were asked solely about he personal IT skills of this group, given that they have no direct role in
the delivery of learning. Not surprisingly, IT competence is widespread amongst administrators given the
increasing reliance upon computers in the management of all colleges.
34
35
Appendix: Assistive Technology in the Specialist college sector
This information was requested by the Specialist colleges ILT sub-committee to inform future work. It ids
reproduced here without comment.
We use height adjustable tables of the manual and eletrically operated type. We
also use fixed height tables at various appropriate heights to allow easy access.
Belford College none
Bridge College Intellitools
Switch technology
Clicker 3
voice output commuication aids
-liberator
-deltatalker
-alphatalker
-gotalk
Big Mack
Step-by-Step
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Planning to get: Magic, Writing with Symbols, Clicker 4
David Lewis Centre One step communications
Big Macs
WWS 2000
height tech/low tech aids ie pictoral timetables
A variety of interactive software
Soundbeam Sensory Room Switch access throughout all areas
Aopted keyboards/ rollerballs
Derby College for Deaf widgit
People kudos smartboard
basic skills CD
Derwen College Hardware:
microphone/headphones
soundbeam
digital cameras
digital videocameras
keyboards
trackerballs
touchscreens
switches
dycem mats
Software
scanning software
magnifiers
Voice regulator
Talking word programme
Word Prediction
Writing with Symbols
Boardmarker/Makaton
Graphic timetable
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The Blind - Harrogate BigKeys keyboards
Intellikeys
Concept Keyboards
Staff Enabling Support
Trackerballs Touchscreens
Hinwick Hall College Expanded Keyboards,
Of Further Education switch interfaces,
specialist switches,
touch screens,
specialist keyboard,
infra red interface,
voice synthesiser,
trackerballs,
trackerballs with latching switches,
dynovox,
dynomite,
liberator,
touch talker,
cameleon (Cabridget Adaptive Technology Makers), Alpha Talker,
Pathfinder.
Iver House Ltd No assistive technology is currently in use
Landmarks Widgits symbols software
Langdon College large keyboards
large monitors
keypads
tft screens
Linkage College - Concept Keyboards
Sampson Campus Widgit
Digi Cameras
Lufton Manor College None at present. Being reviewed as part of an overall ICT strategy for the college.
Nash College of Touch screens,
Further Education Switches,
Centre Concept keyboard,
Tracker balls,
Intelikeys keyboards,
Key guards,
On screen keyboardsa,
Symrite 2000,
Clicker 4,
Vocas
National Star Centre Keyboards with Keyguards
College of Further Trackerballs
Education USB Headmouse (Remote activation of cursor by movement of head or hand)
Mousekeys and other Microsoft assistive software. Onscreen Keyboards used
with cursor control or with switches using sequential access methods.
Joysticks
Oakwood Court
Portland College Communication Aids:
Pathfinder Delta Talker
Liberator
Dyna Myte
Dyna Vox
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Cameleon
Cameleon 3
Queen Alexandra Speech Output:
College For The Blind Kurzweil flatbed scanner
Robotron flatbed scanner
Franklin talking dictionary
Talking calculator
Talking microwave
Talking scientific calculator
Parrot Plus organiser
Micrometer with speech synthesis
Electronic speaking scales
Talking tape measure
Jaws screen reader
Keystone (to be used with Dragondictate)
Lookout screen reader
PW webspeak
Texthelp screen reader
Vocaleyes screen reader
Tactile Media:
Perkins brailler
Mountbatten electronic brailler
Eureka
Aria
Jotta
Minolta stereo copying unit
Duxbury braille translation system
Keynote companions
Nomad tactile reader
Refreshable braille display
Braille master
Braille maker
Winbraille
Windots
Picture braille
RNIB Transcript
Enlargement:
Supernova
Zoomtext
Magic
Lunar
CCTV Mono
CCTV Colour
Portable CCTV
Magnalink CCTV
Split screen CCTV
TFT Monitors 15”
Monitors 15-21”
Visualex
Miscellaneous:
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Portable computer
Keyboard stickers
Memoscriber
Pocket memo
Braille dymo labeller
Fluorescent lamp
APH Four track recorder
Splitter lead
Interactive White Board
Kidglove
Input Devices:
Ergonomic mouse
Big Ball trackball
Kensington trackball
PS/2 scroll mouse
Intellikeys Keyboard
Big Keys keyboard
Keyguards
Genius trackball
ANIR vertical mouse
Natural ergonomic keyboard
Dragon Dictate
Other Software:
Writing with Symbols
My World
Dragon Dictate
Touch type Read and Spell
Birmingham University Specialist Touch typing tutor
Predictive Word processor
Word Work
40
Inspiration,
Keystone screen reader,
textHELP!,
Togglernoise,
Hardware:
mouse wrist rest,
wrist rest,
mini keyboard and guard,
trackball,
joystick trackball,
ABC big keys keyboard
RNIB Condover Hall touch screen jelly switches
F.E. Centre
RNIB New College
Worcester
RNIB Vocational Jaws Speech Screen Reader
College Loughborough Lunar Plus - Magnification and limited speech screen reader
SuperNova - Magnification & Screen Reader
Zoom Text - Magnification & Screen Reader
Electronic braille lines
Royal National College HARDWARE
For The Blind CCTVs –
b/w & colour Document readers –
Rainbow/Galileo Talking book players –
RNIB Desktop tape players –
Sanyo TRC8080 Hand held tape recorders –
Sanyo TRC850 Digital recorders
Splitter boxes
41
Talking watches/clocks/timers
Specialised keyboards –
Meltron Talking telephone switchboard
Audio/video tape copier Hearing Loop system
Audio announcement pla
Royal School for the touch screens
Deaf concept keyboard
single switches and switching system
digital camera
video minicom
tracker balls
video projector
fax
Royal West of England none
School for the Deaf
Ruskin Mill Further Ed Not applicable
Unit
St Elizabeth's Centre Trackerballs and specialist mice.
St Piers Touch Screen Monitors * 6
Big Switch * 4
Strathmore
The Interact Centre none
Thornbeck College Digital Cameras
Scanners
Internet Editing suite
Video Cameras
Computers
Laser printer
Treloar College Specialist joysticks, trackerballs
Purpose built joysticks, trackerballs
Head/chin/foot/mouth switches
Head/mouth sticks
Infra red pointing devices
Clicker
Cowriter
Zoomtext
Penfriend
EZ keys
Dragon dictate
Widgit
Writing with symbols
Adapted keyboards
Keyguards
Screen doors
Screen reader
Prophet
Windows accessibility options
Wivik
Touch pads
Ergonomic mice
Keyboard stickers
Wrist rests
42
Touch monitors
Desk extensions
Keyboard slopes
West of England BRAILLE KEYBOARDS
School (for Children CLOSE CURCUIT TV
with Little or No Sight) SCREEN REALITY SOFTWARE
BRAILLE MONITORS
SPECIALISED KEYBOARDS
TEXT IN BRAILLE
TRANSLATION SOFTWARE
SPECAIL RECOGNITION SOFTWARE
DIGITAL CAMERAS
SCANNERS (OCR etc)
43