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Developing a Strategy for Technology Enhanced Learning at
UEL
Changing the learning landscape
Welcome and introductions
Sarah Davies
[email protected]
@sarahjenndavies
Sarah Knight
[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
Changing the learning landscape
Leading TEL change across
the university
Approaches to implementing technology enhanced learning
– key ingredients:
• 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
Changing the learning landscape
Embedded change
• Changed to
encourage
new practices
Culture
New
practices
• Accepted
• Demonstrated
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
Planning
5%
Strategy
5%
Education
and
training
15%
Anchoring
75%
Changing the learning landscape
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
Changing the learning landscape
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
Changing the learning landscape
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?
Changing the learning landscape
Developing Digital Literacies
Changing the learning landscape
Student engagement – working in
partnership
•
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
Reflection
point
Where does
UEL currently
sit on this 4
stage model of
engagement?
Understanding students’
expectations in relation to TEL
Changing the learning landscape
•
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….
• 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
Changing the learning landscape
Working in partnership –
institutional approaches
•
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
Changing the learning landscape
Students as digital pioneers –
Oxford Brookes University
•
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
Changing the learning landscape
Students as digital pioneers –
University of Greenwich
•
Greenwich Digital Literacies in Transition project - crossuniversity 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
Changing the learning landscape
Students as partners – Reading,
Winchester and Bath Spa
•
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.
Changing the learning landscape
Student Academic Partners –
Birmingham City University
•
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.
Changing the learning landscape
Students as change agents –
University of Exeter



•
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
Good practice in setting up student partnerships should:
Establish the case for student
partnerships
Establish the case for student partnerships including identification of
needs and mutual benefits.
Change Agent Network
Establish the case for student partnerships
 Identify drivers and needs
 Map the potential benefits and impact
to policies for e.g. graduate attributes,
employability, digital literacy, career
planning, student experience, MIS, TEL
etc.
 Identify potential benefits and impact
for students, staff, employers and the
institution.
 Map the potential benefits and impact
to institutional strategies
 Establish cross-institutional
approaches to working collaboratively.
 Engage stakeholders from across the
institution in establishing the case for
student partnerships.
 ……………………………………………………………
 Engage employers and
professional/sector bodies.
 ………………………………………...…………………
Instituting student partnerships
Based on the Viewpoints model: http://www.viewpoints.ulster.ac.uk
Changing the learning landscape
Next steps…
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
Changing the learning landscape
Reflection point
• 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 design
Considered 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
‘The potential gain of technology-enabled systems is not just
http://www.jisc.ac.uk/guides/using-technology-to-improveone of increased efficiency. A clear finding from those who have
curriculum-design
invested in them is that improved approval and review
processes aid rather than inhibit good educational design.’
Changing the learning landscape
Reflection point
How does
technology
support the
curriculum
design
processes and
practices at
UEL?
Manchester Metropolitan
University – SRC Project
•
Manchester Metropolitan University aimed to develop curricula
that
weresignificant
more responsive
to the needs
students
and
"The
most
achievement
has of
been
the undertaking
of a
major institutional
transformation
programme. This
employers.
They developed
streamlined documentation
and has
involved
a re-design
thereview
entireprocesses
undergraduate
curriculum,
transparent
approvalofand
including
an innovative
some 2400 course units.
board game based on curriculum design and approval processes.
The objective of this re-write was to focus on learning
Faculty-based
approval processes
were replaced
by a centralised
outcomes
that students
could understand,
standardise
the
light-touch
review
and
approval
system
ensuring
a more
number
of credits
for
any
particular
unit,
streamline
the
number
of assessments
per unit
and all
link
assessments
consistent
student experience
across
units
of learning.to
This
learning
outcomes
learning
outcomes
to athat
setof
ofregeneric
work ran
alongsideand
another
strategic
initiative,
employability outcomes."
engineering the entire undergraduate curriculum to provide a
sharper focus on formative assessment.
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.
"Our intention has been to move from a
One-off, paper-based validation events are replaced by a
position where curriculum design as a
continuous
of curriculum
development
and
process isprocess
undertaken
primarily
as a prelude
enhancement
captured
via digital
media
to an end-point
approval
event
toand
onesupported
that
through
Microsoft®
SharePoint®.
A rough
guide from
to
embraces
iterative
collaborative
design
curriculum
design takes
course teams through the
which approval
cascades."
innovative approach and digital recording issues are
addressed within the institutional data protection policy.
Cardiff University –
PALET Project
•
Cardiff University worked on several fronts to ensure more
effective communication of course information.
•
•
"The headline achievement of the PALET project
They developed web services to enable academic schools to
can be described in straightforward terms: It is
manage the publication of module data; they also restructured the
to have created a new, holistic context for how
information held in the student information system by developing
Cardiff University approaches the design,
templates for module and programme descriptions.
management and communication of its
educational provision in the future.“
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 Open University –
OULDI project
•
Curriculum design is an inherently collaborative activity. Learning
design tools enable curriculum designers to model a new or
revised
curriculum and
proposal,
then share
and discuss the outcomes
"Challenge
change
in curriculum
withdesign
stakeholders.
process,
•
communities,
Thevisualisation
Open University developed
a tool providing
a compendium of
and practice
across six
approaches
in learning design and built into the design the ability
universities."
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.
Changing the learning landscape
Reflection point
• Are there opportunities for TEL to support and
enhance curriculum design practices and
processes at UEL?
• Key points for noting for later discussions
Changing the learning landscape
Technology Enhanced
Assessment and Feedback
•
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
Changing the learning landscape
Technology-enhanced
assessment & feedback
‘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 purposebuilt (such as on-screen assessment systems and
tools to support peer review)
Changing the learning landscape
Assessment and
feedback challenges
• Strategy and policy
• Infrastructure
• Assessment and
feedback practice
• Engagement
Changing the learning landscape
Technology
Technology to support…
Changing the learning landscape
Reflection point
• What does technology-enhanced assessment and
feedback mean to you?
• What are your current successes in this area?
• What are the ongoing challenges?
Changing the learning landscape
Engaging learners with feedback,
and providing opportunities for
‘feedforward’
• Feedback is…
Changing the learning landscape
University of Westminster
“It has helped I
think
because since
then my
marks have shot
up.”
See Reflecting on
Feedback video case
study at
http://www.jisc.ac.uk/digias
sess
Changing the learning landscape
Employability – University of
Exeter
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
• Benefits
•
Institutions
‘It has, however, demonstrated that institutions can save a
considerable amount of money through the increased efficiency
that is generated through the movement from paper-based
assessment to EAM.....It is important to note that there is not
simply a reduction in labour, but rather a shifting of labour.’
EBEAM final report
•
Staff
•
Main impact on staff is marking
•
Identified three groups - early adopters, healthy sceptics and
reluctant users
•
Building in flexibility in how staff mark so that all move to it when
ready is likely to generate most benefits
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.a
c.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
Changing the learning landscape
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 technologysupported 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
• 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-improvecurriculum-design
 The Digital Student:
http://digitalstudent.jiscinvolve.org
 Change Agents Network:
www.changeagentsnetwork.co.uk
Changing the learning landscape
Group discussion
Changing the learning landscape
Group discussion
Group Activity – Discussions in groups:
From what we have heard what are the top
three areas/topics that we need to focus on?
Are there things we need to know more
about?
Changing the learning landscape
Actions and next
steps