Developing a Strategy for Technology Enhanced Learning at UEL

Developing a Strategy for Technology Enhanced Learning at UEL

Changing the learning landscape

Welcome and introductions

Sarah [email protected]@sarahjenndavies

Sarah [email protected] @sarahknight

mailto:[email protected]

mailto:[email protected]


Aims for today….to start a conversation… To share current thinking and best practice in the

development and implementation of technology enhanced learning (TEL) strategies from across UK higher education

To discuss the requirements for developing a successful TEL strategy at UEL

To identify approaches and models of implementation for the new TEL strategy

To explore models of engagement for both staff and students

Leading TEL change across the university


• Developing digital literacies of staff and students

• Student engagement – working in partnership

• Using technology to enhance curriculum design

practices and processes

• Technology enhanced assessment and feedback

practices

Approaches to implementing technology enhanced learning –

key ingredients:


Embedded change


The ingredients

• Clear strategic vision• Visible top management commitment• Model culture change at highest level• Modify the organisation to support the

change• Highlight the benefits of new practices• Connect the interests of the institution and

those affected


TEL strategy development

• Review where you are now with technology-enhanced

learning

• Link to other strategies and drivers

• Based on UEL’s distinctive mission and strengths

• Consider other initiatives in train

• Use visioning/scenario planning techniques – and sector

scanning

• Ensuring the ownership and governance of the strategy

by senior management

• What will look different if you’re successful?


Keeping it going

• Evaluation and review• Constant

communication• Celebration• Change managers


The process


Mainstreaming TEL in the sector


• Institution-wide investment and pushes on eg VLE+, assessment management

• Local innovation on collaborative learning, innovative pedagogies• Need to join up in ‘middle-out’

• Resurgence of interest in online delivery• Flipped classroom working well in some areas• Importance of admin, access, user-owned technology

and ‘hygiene factors’ to students• Staff inevitably in different places on learning curve

• If everybody did one thing differently…• But students value some kinds of consistency

Mainstreaming TEL - lessons


• Support communities of interest and cohorts• Develop roles of professional staff to support

others• Work with students as agents of change• Fund mini-projects in departments and services• Embed into the curriculum – get into processes,

guidance etc• Ensure infrastructure is supportive and up to the

job• Consider reward and recognition• Provide easy to access support• Importance of teaching staff and students telling

stories of successful innovation

Reflection point


• What does your current TEL landscape look

like?

• If your drive for change is successful, what will

look different in 3 years’ time?

Sarah Davies, Programme manager, e-learning

Developing digital literacies23/1/2014

Today’s digital students?

»What do we know about:› Personal devices?› ICT skills?› Learning skills?› Networking and

collaboration?

19/04/23 Title of presentation (Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide) 14

What are digital literacies?

»Those capabilities which fit someone for living, learning and working in a digital society

19/04/23 Developing digital literacies 15

Aspects of digital literacy


Digital literacy development


access and awareness

skills

practices in context

attributesidentity

(Beetham and Sharpe 2009 & 2010)

'I am...'

'I do...'

'I can...'

'I have...'

Over to you…

»Which digital skills and practices are particularly important in your context, for learners to succeed in education and employment?

»What does this mean for those who teach them?


Some key messages on developing digital literacies


Developing students’ digital literacies

»Student confidence is usually ahead of their capability

› Diagnostic/audit tools are useful – eg http://bit.ly/learnerquiz

»Different types and levels of guidance needed

› Most learners need some help

»Opportunities to learn from peers

»Motivated by developing an online professional identity

»Tutor practices and course requirements are crucial

»Integrate digital literacy into course and study skills

20

http://bit.ly/learnerquiz

Developing a supportive infrastructure

»Wifi is king

»Personal devices and services can be used effectively for educational purposes

»But ‘bring your own device’ is not yet fully supported in infrastructure & culture

»Students have different needs, digital practices and identities – flexible tasks and environments

»Dialogue between IT teams and lecturers, researchers and students

21

CC

philca

mp

bell o

n Flickr

http://www.flickr.com/photos/clanlife/

Developing digital practices in the curriculum

»Digital practices for academic success are subject specific and best practiced in a disciplinary context

»Subject-specific digital attributes?

»Curriculum design is key – embed digital into quality mechanisms and graduate attributes

»Academic vs general technologies

»How digitally skilled do teaching staff need to be?

»Digital learning activities should be creative and appropriately assessed

22

Support for staff digital literacy development

19/04/23 Developing Digital Literacies slide 23

Find out more…


Developing digital literacies

Sarah DaviesProgramme manager

[email protected]/diglitds

Except where otherwise noted, this work is licensed under CC-BY-NC-ND

http://bit.ly/diglitds

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Developing a Strategy for Technology Enhanced Learning at UEL