Transcript Values in the ELT programmes their role and assessment

Values in the ELT programmes
- their role and assessment
Stephen Bostock, Keele
Paul Bailey, JISC
Jan Smith, UCL
Aims of the session
1. Introduce PDF-ELT
2. Clarify issues about the SEDA/PDF Values within
ELT programmes, to help us refine the guidance
for programmes, for example:
 How should the Values support the
achievement of the programme Outcomes?
 Are these the best values for ELT?
 How should programmes model and support
the acquisition and demonstration of Values?
 How should commitment to the Values be
assessed?
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ELT
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"helping practitioners to embed C&IT more
effectively and appropriately, with sensitivity to
issues such as student learning… The variety [of
institutional programmes] provides direct evidence
for the flexibility and broad applicability of the …
learning outcomes."
Harvey, J. and Oliver, M. (2001), EFFECTS External
Evaluation
ELT Aims
1. support individuals and teams of staff in embed learning
technologies effectively into the curriculum;
2. recognise the professional contribution and achievements
of those staff;
3. advance the scholarship of teaching by promoting action
research, evaluation and the reporting of outcomes;
4. enhancing the quality of learning for students, particularly
by enabling greater flexibility, widening opportunities and
equipping students with skills relevant to the workforce of
the twenty first century;
5. promote the SEDA professional values;
6. develop local support frameworks in participating
institutions;
7. facilitate the sharing of best practice across
institutions.
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ELT Philosophy
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1. Programmes should be open to all staff involved with
learning technologies as part of their professional work.
2. Programmes should contribute to participants' professional
development and/or academic (research) profile.
3. Programmes should promote innovation in curriculum
design and should enable individuals, teams and
departments to move towards more effective use of
learning technologies.
4. Programmes should allow dissemination of ideas between
colleagues and across subject disciplines.
5. Programmes should be tied into current institutional
strategies and structures to ensure that the embedding of
learning technologies is properly recognised and valued,
and that the experience of participants is fed
into the relevant institutional decision making processes.
Background
1. The award
Professional Development Framework
– Embedding Learning Technology
2. The Programmes
3. The participants
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PDF outcomes
Those successfully undertaking any SEDA PDF
programme have
1. identified their development needs
2. planned for and undertaken a development
programme to meet these needs
3. achieved particular specialist outcomes and
4. reviewed their development and their practice.
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The ELT specialist outcomes
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Participants in an ELT programme will have:
1. Conducted a review of C&IT in learning and teaching and
shown an understanding of the underlying educational
processes
2. Analyzed 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
Values in programme recognition
 Programme recognition for any PDF award:
‘To be recognised … the provider must show how
participants develop and demonstrate the
outcomes of the named award in a way that is
underpinned by its values’
 The application for recognition requires mapping
the Underpinning Values to the programme:
‘Where in your programme is each value
delivered, assessed and/or demonstrated?’
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Underpinning Values
- old version
Participants must demonstrate a commitment to:
1. The experience of students
2. The learning experience of staff
3. The specific requirements of Higher Education
4. The pursuit of high quality
5. Continued and informed reflection on and
improvement of personal skills and professional
practices
6. Team working
7. Working effectively with diversity
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Underpinning Values
- new version
mapping to old values:
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Participants must demonstrate a commitment to:
1. An understanding of how people learn 1 and 2
2. Scholarship, professionalism and ethical practice 5
3. Working in and developing learning communities 6
4. Working effectively with diversity and promoting 7
inclusivity
5. Continued reflection on professional practice 5
6. The development both of people and of
educational processes and systems
Maps to old values 1 and 2 for people,
but adds processes & systems
Some problems
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1. How do we embed the Values in the programme
activities?
2. How do we support participants demonstrating
the Values in projects?
3. How do we assess them (‘commitment’)?
4. Are values and outcomes too much complexity for
some participants?
5. Do programmes or participants only pay lip
service to the Values?
6. Are values useful for some participants?
7. Which values underpin which outcomes?
What do participants think?
Keele survey of 39 students, 7 responses:
1. Did the SEDA values make any difference to the
programme for you? If so, why? If not, why not?
2. Did you explicitly map and demonstrate the values in a
portfolio? Is this worthwhile or just a chore?
3. Did the SEDA values map onto your own? If so, are they
redundant? If not, did they leave your own values
unchanged while you paid lip service to them? Did they
influence your values?
4. Do we need any values at all in the course or just the
learning outcomes?
5. How do you think we should assess these
values in the portfolios?
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How do values work in
the context of ELT?
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How can we better deliver,
support and assess
the Values in ELT programmes?
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For further information
1. Talk to us
2. www.elt.ac.uk
3. www.seda.ac.uk/
pdf/embedding_learning_technologies.htm
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Mapping values to outcomes
Value
Outcome
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