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An introduction to the ACODE Benchmarks for technology enhanced learning (TEL): Understanding their context for use

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An introduction to the ACODE Benchmarks for technology enhanced learning (TEL): Understanding their context for use.

Associate Professor Michael SankeyVice-President ACODE

Tuesday February 7, 2017

www.acode.edu.au

IntroductionBenchmarking in one way institutions can mediate a level of quality in their practice. Higher-ed quality agencies in many jurisdictions are now taking a keen interest in how institutions can provide a level of equivalence to their practice. The ACODE Benchmarks can be one in a suite of tools you can apply to facilitate a level of quality across 8 key areas of institutional practice. Some examples of how this tool has been used by more than 35 institutions from five countries over recent years. When we have an understanding of what this tool can offer, we will identify some significant others within your institution who can go on this important journey with you.

Who else do we have onlineWhich institution are you from?Is this the first exposure to the Benchmarks?What are you hoping to get out of this?

WhyTo understand where we need to go with TEL we need to understand where we currently stand, compared to others who are doing similar things.An approach that has helped many institutions do this is the regular use of benchmarking. The ACODE TEL Benchmarks allows us to: Self-assess our capacity in TELShare this with other like-minded people/institutionsIncorporate this into ongoing QA/QI processes

So farIn June 2016 ACODE ran its second major Benchmarking Summit in Canberra, using the ACODE TEL Benchmarks, with 27 institutions from 5 countries.Two years prior, in 2014, we ran our first event with 24 institutions from 5 countries. This was unprecedented in Australasian higher education.To participate each HEI had to first undertake a self-assessment of their capacity in TEL against a minimum of 2 Performance Indicators, and then be willing to share this with the other institutions involved, with many institutions doing far more.

ACODEdisseminate and share knowledge and expertise;support prof development & provide networking opportunities;investigate, develop & evaluate new approaches;advise and influence key bodies in higher education; andpromote best practice.

The BenchmarksOriginally developed back in 2004Used many timesIn 2014 we shifted the focus away from eLearning to Technology Enhanced Learning (TEL)Developed the self-assessment templatesProvide guidelines for using the instrument

Institution-wide policy and governance for technology enhanced learning;Planning for institution-wide quality improvement of technology enhanced learning;Information technology systems, services and support for technology enhanced learning;The application of technology enhanced learning services;Staff professional development for the effective use of technology enhanced learning;Staff support for the use of technology enhanced learning;Student training for the effective use of technology enhanced learning;Student support for the use of technology enhanced learning.

The 8 Benchmarks for TEL

Extension We have also developed a methodology to provide institutions with:a platform to self-access their standing against some/all of the 8 benchmarks, and to stimulate meaningful conversations, at a local level, around how you are using technology to support your L&T. an opportunity to share & learn from each other, based on their individual institutions responses (via an inter-institutional event every two years).an enduring record of this via the newly developed online tool

This resulted in

2014

But to get to this pointManaging the logistics We first had to do a self assessmentPull people together from different sectionsAgree on where we stoodProvide a rationale and evidence as to why

Short activity: Benchmark 1Institution - wide policy and governance for technology enhanced learningPerformance indicatorInstitution strategic and operational plans support and promote the use of technology enhanced learning.Specific plans relating to the use of technology enhanced learning are aligned with the institutions strategic directions and operational plans.Planning for the ongoing use of technology enhanced learning is aligned with the institutions budget process.Institution policies, procedures and guidelines provide a framework for how technology enhanced learning should be used at both a course and program level.Policies, procedures and guidelines on the use of technology enhanced learning are well communicated and integrated into processes and systems.The institution has established mechanisms for the governance of technology enhanced learning that include representation from key stakeholders.Authority and responsibility for the operational management of the technologies used to enhance learning and teaching are clearly articulated.The institution uses a clearly articulated policy framework and governance structure then deciding on the adoption of new technologies.

Group consolidation

Submit this to the event

Split indicators

The online tool

Then we have the conversation

The beauty of the beastThe beauty of benchmarking is not around which tool or set of standards you are using, it's about the dialogue that emerges and the sharing of practice that is the real winner for all concerned.It opens the door for further collaboration.It serves as a mechanism to facilitate discussion at senior leadership level.

Some basic stats

Of the total 50 participants, 47 participants completed the online evaluation survey.

http://www.acode.edu.au/mod/resource/view.php?id=519

ConclusionMany of the issues we face can be remediated by simply taking the time to self-assess against a set of quality performance indicators.We then extend this by sharing our current practice with those in similar circumstances. This builds stronger ties and provides our institutions with the wherewithal to meet the unique challenges of building a strong digital future.The ACODE Benchmarks provide a catalyst to help make this happen We are not alone

www.acode.edu.au

This Junehttp://www.open.ac.uk/acode-uk/

http://www.open.ac.uk/acode-uk/

Performance Indicators and measuresPI 1. Institution strategic and operational plans support and promote the use of technology enhanced learning.

1No current strategic or operational plans

2Strategic or operational plan but no recognition of technology enhanced learning

3Strategic or operational plan includes some recognition of technology enhanced learning

4Strategic and operational plans both have some recognition of technology enhanced learning

5Strategic and operational plans both have clear recognition of technology enhanced learning

Indicate where you believe you rate above. Rationale and Evidence:

Benchmark 5: Staff professional development for the effective use of technology enhanced learning12345

1. A framework for staff development in technology enhanced learning is part of the institution's learning and teaching strategy.X

Rationale There is no direct reference to staff development in the T&L Policy, and supporting documentation (procedures and guidelines) are not yet complete. However, this is framed within the context of teaching excellence, but not framed within the universities learning and teaching strategy, other than to refer to it as Personalised learning and the digital strategy. LITE teams offer tailored program level support for digital enhancement. Innovations projects offer tailored course-level support. ELE and CLOVER also offer just in time TEL resources for staff. Currently there is only limited just in time PD for L & T but as PLAS is being developed for L & T support for TEL will improve. It is alluded to in the Strategic Plan, but framed in relation to engaged enterprise on page 15, but again not explicitly L&T. It certainly referred to in the ORMP (see Evidence) Within LSS and Library there is little transparency in relation to the dissemination of the upper level institutional goals. Training is ad-hoc and while training is available through Clover etc., none of this is a requirement. There is also inadequate training of lecture recording and teleconference setup.

Evidence: Teaching excellence site at: http://www.usq.edu.au/learning-teaching/excellence/professional-developmentIn the ORMP: On page 42 it is refers to Developing organisational capacity and capability through ongoing investment in staff Development, but not explicitly in relation to TEL. On page 48, in relation to new systems such as repositories: Additional capacity developed within Equella collections to cater for the vast majority of L&T and Professional development activities On page 50 it becomes more explicit when it states; Assist staff to optimise the use of technology to support current and future learning and teaching approaches and support efficient business practice. ELE: http://www.usq.edu.au/ele Clover: http://mystaffdesk.usq.edu.au/moodle2/course/view.php?id=1989 LITE teams: http://mystaffdesk.usq.edu.au/moodle2/course/view.php?id=1601 Innovations projects: http://mystaffdesk.usq.edu.au/moodle2/mod/book/view.php?id=25146&chapterid=821

Benchmark 5: Staff professional development for the effective use of technology enhanced learning12345

1. A framework for staff development in technology enhanced learning is part of the institution's learning and teaching strategy.X

2. Processes are in place and in use to identify staff development needs in support of the institutions strategy for technology enhanced learning.X

3. Educational and technical expertise is used to develop quality programs and resources addressing staff development needs.X

4. Coordination occurs between those areas providing staff development for technology enhanced learning across the institution.X

5. Staff development for technology enhanced learning is resourced.X

6. Staff development programs are delivered flexibly and address differing skill levels.X

7. Evaluation data is used to inform the planning for continuous improvement of staff development processes.X