Upload
sarahknightjisc
View
287
Download
0
Tags:
Embed Size (px)
DESCRIPTION
This presentation was presented jointly with Sarah Davies at University of East London on the 15th January 2014 as part of the Changing Learning Landscapes programme of support.
Citation preview
Developing a Strategy for Technology Enhanced Learning at UEL
Changing the learning landscape
Welcome and introductions
Sarah [email protected]@sarahjenndavies
Sarah [email protected] @sarahknight
Changing the learning landscape
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
Changing the learning landscape
• 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:
Changing the learning landscape
Embedded change
Changing the learning landscape
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
Changing the learning landscape
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?
Changing the learning landscape
Keeping it going
• Evaluation and review• Constant
communication• Celebration• Change managers
Changing the learning landscape
The process
Changing the learning landscape
Mainstreaming TEL in the sector
Changing the learning landscape
• 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
Changing the learning landscape
• 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
Changing the learning landscape
• What does your current TEL landscape look
like?
• If your drive for change is successful, what will
look different in 3 years’ time?
Developing Digital Literacies
Changing the learning landscape
Student engagement – working in partnership
Changing the learning landscape
• Developing an institutional strategy
for student engagement (support
from NUS resources)
• Understanding students
expectations and experiences of
technology – Jisc Digital Student
project
• Institutional approaches to engaging
students as partners in curriculum
design, developing digital literacies
and assessment and feedback
Changing the learning landscape
Where does
UEL currently
sit on this 4
stage model of
engagement?
Reflection point
Understanding students’ expectations in relation to TEL
• Jisc Digital Student study explored students expectations and
experiences of technology use in higher education.• Literature review: overview of background work from Jisc, HEA,
British Library etc. Around 20 studies reviewed. Analysed in depth:• 3 national studies• 12 institutional studies
• Student focus group (x13)• Interviews with institutional practitioners (x12)• Interviews with stakeholders (NUS, SCONUL, RLUK, RUGIT, UCISA,
Jisc)• Join the conversation http://digitalstudent.jiscinvolve.org
Changing the learning landscape
A checklist….
Changing the learning landscape
• Manage student expectations
• Equip students to learn effectively with digital technology
• Support students and staff to use their own devices (BYOD)
• Ensure digital content is device neutral where appropriate
• Enhance the curriculum with digital activities and
experiences
• Engage students in projects to enhance their digital
experience
• Develop and reward innovators
• Encourage a culture of continuous organisational research
• Consider digital experiences alongside other aspects of the
student experience
Working in partnership – institutional approaches
Changing the learning landscape
• Some examples of institutional approaches to engaging students as
partners, champions and collaborators in the use of technology to
support learning and teaching:
• Students as digital pioneers –Oxford Brookes University, Greenwich
University
• Working in partnership –University of Reading and University of
Winchester/Bath Spa University
• Students as change agents – University of Exeter and Birmingham City
University
Students as digital pioneers – Oxford Brookes University
Changing the learning landscape
• Oxford Brookes InStePP project - Student partnerships offer a
way to join up provision for digital literacies for staff and
students across the institution by establishing, supporting and
building recognition for the role of student ‘ePioneers’
within existing core academic and e-learning development
activities.
Resources available: • 3-way partnership agreement model • Development wheel • Recruitment documentation • ePioneer Role descriptors• Endorsed professional body (ILM) scheme: FutureConsultants
course outline
Students as digital pioneers – University of Greenwich
Changing the learning landscape
• Greenwich Digital Literacies in Transition project - cross-
university studentships foster a community of student-led
research to support and feed into all other aspects of the
project. Termed the IRG (Interdisciplinary Research Group),
this group of students, their mentors and members of staff
from all aspects of the institution will engage in baselining
activities as well as develop digital literacy OERs.
Resources available: • Student journey questionnaire• Student journey badges• Resources relating to the Interdisciplinary Research Group e.g.
recruitment process
Students as partners – Reading, Winchester and Bath Spa
Changing the learning landscape
• University of Reading Digitally Ready project has worked with
students as partners in digital projects with academics,
students as researchers, students feeding in their stories to
inform work on the project and students undertaking work
directly for the project
• Student Fellows at Bath Spa and Winchester - The FASTECH project is focused on enhancing feedback and assessment processes through the use of technology. The project has recruited Student Fellows to participate in research activities, generate ideas, develop case studies, write blogs and attend and present at conferences. They are the interface between the project team and students and lecturers.
Student Academic Partners – Birmingham City University
Changing the learning landscape
• The Jisc T-SPARC project engaged with students through the University’s Student Academic Partners (SAP) programme as part of a review of curriculum design practices and processes.
• SAP aims to integrate students into the teaching and pedagogic research community within BCU in order to develop collaboration between students and staff.
• The T-SPARC project also produced a wider stakeholder engagement model which could be used when considering the development of student engagement activities.
Students as change agents – University of Exeter
Changing the learning landscape
Students have been given opportunities to work in partnership with university staff in order to address the challenges of using technology with large and diverse cohorts.
They have undertaken research on student views and perceptions, provided recommendations and solutions for practice, and have supported staff in bringing about wide-scale changes in teaching.
Much of this work evolved through the Jisc funded Integrate project . Resources are available on the project website. The work continues through projects such as the Cascade Digital Literacies project which involves postgraduate researchers.
• The Student Engagement Handbook: Practice in Higher Education; Edited by Dunne and Owen; ISBN: 978-1-78190-423-7
Establish the case for student partnerships including identification of needs and mutual benefits.
Establish the case for student partnerships
Good practice in setting up student partnerships should:
Change Agent Network
Establish the case for student partnerships
Identify drivers and needs
Identify potential benefits and impact for students, staff, employers and the institution.
Map the potential benefits and impact to institutional strategies
Engage stakeholders from across the institution in establishing the case for student partnerships.
Engage employers and professional/sector bodies.
Map the potential benefits and impact to policies for e.g. graduate attributes, employability, digital literacy, career planning, student experience, MIS, TEL etc.
Establish cross-institutional approaches to working collaboratively.
……………………………………………………………
………………………………………...…………………
Instituting student partnershipsBased on the Viewpoints model: http://www.viewpoints.ulster.ac.uk
Changing the learning landscape
Join the Jisc supported Change Agent Network –
http://www.ChangeAgentsNetwork.co.uk and consider attending
the event for staff and students at University of Winchester
on 18-19th February #CAN2014
Explore further guidance:
Jisc guidance - http://bit.ly/1aZunJW
http://www.heacademy.ac.uk/students-as-partners
http://www.nus.org.uk
Next steps…
Reflection point
Changing the learning landscape
• What approaches to student engagement
would work well at UEL?
• What existing practices can be built on?
• Key points for noting for later discussions
Using technology to enhance curriculum design
“Curriculum design and approval is one of the few institutional processes in which almost all faculty level processes and central services have a stake.” –
University of Strathclyde
Using technology to enhance curriculum design
Considered use of technology as part of the curriculum design process can help you to:•develop new solutions to address organisational, technical and educational issues•communicate in new ways with stakeholders to facilitate discussion and collaboration•access, record and capture information to inform your curriculum design •improve access to guidance for those designing and describing curricula•model, test and refine new approaches in curriculum design
Using technology to enhance curriculum designConsidered use of technology as part of the curriculum design process can help you to:•improve communication flows both internally and externally•provide ‘single-truth’ sources of information that are accurate and can be interrogated and analysed to suit multiple purposes•develop effective and agile validation processes that are more responsive to employer and community needs•increase consistency both in terms of the learner experience and quality assurance•develop more efficient administrative processes
http://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design
‘The potential gain of technology-enabled systems is not just one of increased efficiency. A clear finding from those who have invested in them is that improved approval and review processes aid rather than inhibit good educational design.’
Changing the learning landscape
How does technology support the curriculum design processes and practices at UEL?
Reflection point
Manchester Metropolitan University – SRC Project• Manchester Metropolitan University aimed to develop curricula that
were more responsive to the needs of students and employers.
They developed streamlined documentation and transparent
approval and review processes including an
innovative board game based on curriculum design and approval processes
.
Faculty-based approval processes were replaced by a centralised
light-touch review and approval system ensuring a more consistent
student experience across all units of learning. This work ran
alongside another strategic initiative, that of
re-engineering the entire undergraduate curriculum to provide a
sharper focus on formative assessment.
"The most significant achievement has been the undertaking of a major institutional transformation programme. This has involved a re-design of the entire undergraduate curriculum, some 2400 course units.
The objective of this re-write was to focus on learning outcomes that students could understand, standardise the number of credits for any particular unit, streamline the number of assessments per unit and link assessments to learning outcomes and learning outcomes to a set of generic employability outcomes."
Birmingham City University – T-Sparc Project• Birmingham City University has developed
a radically new approach to course approval that facilitates the
integration of authentic, real-world practices into formal
approval processes.
One-off, paper-based validation events are replaced by a
continuous process of curriculum development and
enhancement captured via digital media and supported through
Microsoft® SharePoint®. A rough guide to curriculum design
takes course teams through the innovative approach and digital
recording issues are addressed within the
institutional data protection policy.
"Our intention has been to move from a position where curriculum design as a process is undertaken primarily as a prelude to an end-point approval event to one that embraces iterative collaborative design from which approval cascades."
Cardiff University – PALET Project• Cardiff University worked on several fronts to ensure more
effective communication of course information.
• They developed web services to enable academic schools to
manage the publication of module data; they also restructured the
information held in the student information system by developing
templates for module and programme descriptions.
• These developments have transformed the ability of staff and
students to access programme information and improved the
likelihood of providing consistent and accurate information.
"The headline achievement of the PALET project
can be described in straightforward terms: It is
to have created a new, holistic context for how
Cardiff University approaches the design,
management and communication of its
educational provision in the future.“
The Open University –
OULDI project• Curriculum design is an inherently collaborative activity.
Learning design tools enable curriculum designers to
model a new or revised curriculum proposal, then share
and discuss the outcomes with stakeholders.
• The Open University developed a tool providing
a compendium of approaches in learning design and built into the
design the ability to collaborate on design activities at a distance.
In addition, they have developed a set of
course mapping and profiling templates and activities to help
designers visualise the consequences of design decisions on
pedagogy, cost and the student experience.
"Challenge and change in curriculum design process, communities, visualisation and practice across six universities."
Reflection point
Changing the learning landscape
• Are there opportunities for TEL to support and
enhance curriculum design practices and
processes at UEL?
• Key points for noting for later discussions
Technology Enhanced Assessment and Feedback
Changing the learning landscape
• Jisc Assessment and Feedback programme
(2011-2014)
• 20 projects and 30 institutions involved across
the UK
• 3 strands focused on institutional change,
evaluation of technologies and software
development
• Supporting large-scale changes to assessment
and feedback practice through technology
www.jisc.ac.uk/assessmentandfeedback
http://bit.ly/jiscdsaf
Technology-enhanced assessment & feedback
Changing the learning landscape
‘The wide range of ways in which technology can be used to support assessment and feedback.’
These technologies may be generic (such as VLEs, wikis, podcasts, e-portfolio systems) or purpose-built (such as on-screen assessment systems and tools to support peer review)
Assessment and feedback challenges
Changing the learning landscape
• Strategy and policy
• Infrastructure
• Assessment and
feedback practice
• Engagement
Technology
Changing the learning landscape
Technology to support…
Reflection point
Changing the learning landscape
• What does technology-enhanced assessment and feedback mean to you?
• What are your current successes in this area?
• What are the ongoing challenges?
Engaging learners with feedback, and providing opportunities for ‘feedforward’
Changing the learning landscape
• Feedback is…
University of Westminster
Changing the learning landscape
“It has helped I think because since then mymarks have shot up.”
See Reflecting on Feedback video case study at http://www.jisc.ac.uk/digiassess
Employability – University of Exeter
Changing the learning landscape
Assessment Management – University of Huddersfield• Benefits - Students
‘There is strong evidence to suggest that not only is electronic assessment management their preference, but that those who came to
appreciate its attendant benefits then begin to see electronic assessment as their entitlement’
EBEAM final report
• Increased control and agency• Reduced anxiety• Improved privacy and security• Increased efficiency and convenience• Feedback which is clearer and easier to engage
with, understand and store for later use
University of Huddersfield
Key points…
• Policies and buy in needed around assessment and feedback
turnaround policies
• Rubrics providing criteria for marks and feedback need to be
clear
• Need to consider how long students have access to marks
and feedback
• Consider supporting staff professional development in the
writing of feedback that supports dialogue and feedforward
• Analytics can be a positive motivator and is worth pursuing to
inform decision-making
• AND need to remember that for some students and staff,
paper-based formats for assessment and feedback remain
important , and need to be considered
Manchester Metropolitan University: Assessment Lifecycle
MMU: e-Submission
REAP principles of good assessment and feedback• Good assessment and feedback should:
• Clarify what good performance is (goals, criteria, standards).
• Facilitate the development of reflection and self-assessment in learning
• Deliver high quality feedback to students: that enables them to self-
correct
• Encourage peer and student-teacher dialogue around learning
• Encourage positive motivational beliefs & self esteem through assessment
• Provide opportunities to act on feedback
• Provide information to teachers that can be used to help shape their
teaching (making learning visible)
• Nicol and Macfarlane-Dick (2006)
Principle-led change
Viewpoints approach - http://wiki.ulster.ac.uk/display/VPR/Home
“Workshops succeeded, impressively, in creating change locally but, importantly, in seeding change beyond the immediate participation experience." Emeritus Professor David Nicol
Jisc online guidance
• Four short guides are now available on four key themes:• Changing assessment and feedback practice – how to approach
large-scale change in assessment and feedback practice with the help of technology
• Electronic assessment management – using technology to support the assessment lifecycle, from the electronic submission of assignments to marking and feedback
• Enhancing student employability through technology-supported assessment and feedback – how the curriculum can help develop the skills and competencies needed in the world of work
• Feedback and feed forward: using technology to support learner longitudinal development
•
Changing the learning landscape
Reflection point
Changing the learning landscape
• What educational principles underpin effective
assessment and feedback at UEL?
• Which areas of assessment and feedback are
key for UEL and how can TEL support this?
• Key points for noting for later discussions
Changing the learning landscape
Further information Jisc e-Learning programme: www.jisc.ac.uk/elearningprogramme The Jisc Design Studio:
http://jiscdesignstudio.pbworks.com Assessment and Feedback resources:
http://bit.ly/jiscdsaf Digital Literacies resources:• bit.ly/diglitds Using Technology to improve curriculum design
http://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design
The Digital Student:http://digitalstudent.jiscinvolve.org
Change Agents Network:www.changeagentsnetwork.co.uk
Group discussion
Changing the learning landscape
Group discussion
Changing the learning landscape
Group Activity – Discussions in two groups:
•a) From what we have heard what do we need
to know more about?
•b) From what we have heard what are the top
three areas/topics that we need to focus on?
Actions and next steps
Changing the learning landscape