Embedding Learning Technologies

a nationally recognised awardwithin the SEDA Professional

Development Framework (PDF)

The EFFECTS project

EFFECTS timeline1997 1998 1999 2000 2001/03

Various HEIs with development opportunities and funded projects, piecemeal and non-accredited

TLTP3 bid

GuidelinesGeneric Learning Outcomes

National Award

Institutional programmes

Partnerprogrammes

Local accreditation

Continuation process - consultancy

EFFECTS project outcomes• 70 participants embedding LTs into their

professional practice• 7 institutionally accredited programmes (more

in development)• Wide range of publications, guidelines and

lessons learned in embedding LTs• National recognition scheme under the SEDA

Professional Development Framework• Network of contacts and regional support

groups

EFFECTS philosophy of professional development

• L&T process rather than C&IT skills

• Underpinning values & philosophy

• Action research

• Action learning ‘a continuous process of learning and reflection, supported by colleagues, with an intention of getting things done. Through action learning individuals learn with and from each other by working on real problems and reflecting on their experiences.’

Beaty & McGill (1995)

Generic learning outcomes

individual learning

cycle

collective knowledge

and practice

The SEDA Professional Development Framework

SEDA PDF…

• Is an adaptable framework of professional development which:– focuses on development not accreditation– provides a common framework– embraces all programme development– provides a development framework– supports institutional development

• “Builds on ten years of experience of supporting the professional development of staff in HE”

SEDA PDF

• Values• Specialist outcomes• Development outcomes

– Identify– Plan– Undertake– Achieve– Review

Flexibility of Programmes…

or

or

or

or

or

or

or

independentformal course

attendance based

academics onlystrategic projectstechnology driver

accreditation

integrated PGCert/Dip negotiated learningflexible/independentlearningopen to all staffindividual projectspedagogy driverother incentive (e.g.

development funding)

Examples…Masters Level Module

Masters Level Module

Non – accredited supportive programme

Strand through a

PG

Cert

Strand through a M

asters

The PDF ELT award

SEDA ELT Award• SEDA - Embedding Learning Technologies

Award May 2001

• First Programme Recognised (UNL) Jan 2002

• First Recognition Workshop(4 programmes) April 2002

• SEDA PDF Launched - Nov 2003

SEDA ELT AwardValues

• 1.An understanding of how people learn

• 2.Scholarship, professionalism and ethical practice• 3.Working in and developing learning communities• 4.Working effectively with diversity and promoting

inclusivity• 5.Continued reflection on professional practice• 6.The development both of people and of

educational processes and systems

SEDA ELT Award• Development outcomes

• 1. Identified their own professional development goals, directions or priorities

• 2. Planned their initial and / or continuing professional development

• 3. Undertaken appropriate development activities

• 4. Reviewed their development and their practice, and the relations between them

SEDA ELT Award• Specialist outcomes

1. Conducted a review of C&IT in learning and teaching and shown an understanding of the underlying educational processes

2. Analysed opportunities and constraints in using C&IT and selected C&IT appropriate to the learning situation

3. Designed a learning resource, programme or activity to integrate appropriate C&IT

4. Implemented a developed strategy 5. Evaluated impact of the interventions

6. Disseminated and embedded the findings of the evaluation

SEDA ELT Award

Aims of a programme

support individuals and teams of staff

recognise the professional contribution and achievements of those staff

enhancing the quality of learning for students

advance scholarship, promote action research, evaluation and reporting of outcomes

promote the SEDA professional values

develop local support frameworks in participating institutions;

facilitate the sharing of best practice across institutions.

Recognition ProcessRecognition has two parts– an institutional part– a programme recognition for a named

award

Institutional Recognition• how PD needs are identified• how programmes are developed to

meet these needs• the location of programmes in the

institution• links between programmes• a review of strengths and weakness

Programme RecognitionSEDA are satisfied that the programme

1. demonstrates the seven underlying principles and values, each of the nine outcomes

2. involves an appropriate mix of self-assessment, peer assessment and tutor assessment

3. is acceptably externally examined and / or moderated

4. has a procedure for dealing with appeals against accreditation decisions

5. has an internal procedure for regular review and quality assurance of the programme

The recognition process

1. Contact, information and advice

2. Registration

3. Mentoring

4. PDF Events

5. Documentation

6. Recognition visits and events

7. Recognition outcome

ELT and institutional change

Embedding LTs: levels of development

staff involved in curriculum development

development programmes and opportunities for staff

students learning effectively with LTs

institutional development

Individual process

Institutional Programmes

Accreditedat M-Level

Recognition bySEDA PDF

Publication/ dissemination

Recognition for staff

Pathway to ILT

Institutional processinstitutional

research/auditing & consultation

strategic planning to overcome constraintspromote and

support L&T innovation

evaluate impact of changes

embed and scale up new practices

Institutional embedding

bottom up processes

top down processes

Developing expertise (bottom up)

• Developing a cohort of experience learning technology users in departments/faculties

• Ensuring learning technologies are integrated into SEDA/ILT programme

• Organising lunch-time seminars for staff to talk about their innovations

• Networking opportunities (discussion list, newsletter, R&D seminar...)

Developing expertise(top down)

• Promoting research and development (organisational, educational and technical)

• Developing information/knowledge management systems

• Providing a single gateway to relevant know-how and expertise

Key institutional parameters

• status of learning and teaching • commitment to professional development• integration of LT / L&T strategies• infrastructure including networks, IT, LT, MIS

and admin systems• student LT and general learning skills• innovations funding and support• LT support staff…

What’s right at your institution?

• Analyse features of your institution by– auditing (see e.g. the JISC institutional audit

tools)– using the ELT guidelines– asking questions, interrogating institutional

documents and data– supporting institutional L&T research

• Move things forward by– developing partnerships and collaborations– running workshops and dissemination events– carrying out a consultation exercise

Different models of Institutional programmes for embedding learning

technologies

Plymouth30 credits at M-Level - part of Diploma or MEdindividual project or APEL based

Features• negotiated learning agreements• individual support• face to face workshops and tutorials• on-line activities and learning set• includes lecturers, support, managers

SouthamptonIntegrated into the teacher certificate courseFeatures

• collaboration between participants• shared work load• applying existing research findings• support from mentor/colleague• establish ‘cognate’ groups

UNLOptional pathway through PGCert resulting from integration of LTS and TLHE.Features

• sessions on C&IT applications• individual projects• strong strategic drive• faculty mentor/central support