Transcript Heads of Educational Development (HEDG)

Strategic Approach to Dissemination
of Digital Literacies for Enhancement
(SADDLE)
HEDG and Digital Literacy
• strategic remit for learning and teaching
enhancement
 institutional leadership roles
 learning innovation and change
management
 e-learning and technology enhanced
learning (TEL)
Baseline
• Patterns of strategic involvement
• Illustrating innovative and effective practice
• Sources of case studies and shareable
resources
• Third of HEDG membership responded
• Much rich data within the free text responses
In what ways (if at all) do you think teaching practice
is changing due to the availability of digital
technologies? (1)
• The growing (potential) flexibility of teaching and
learning with some reduction of use in physical
resources (photocopying and library visits)
• The importance of the discipline in shaping the
use of technologies
• Availability of technology in teaching spaces
hasn’t translated into changes in practice (cf. the
impact of office digitisation on our daily lives)
In what ways (if at all) do you think teaching practice
is changing due to the availability of digital
technologies? (2)
• Growing expectations of staff/student digital
skills (and sense of being left behind)
• Reification of teaching and learning as a digital
artefact cf. private unrecorded time
• VLEs can become e-versions of transmission
teaching
What are the main ways in which you / your
team contribute to enhancing the digital
literacy of others?
Online courses:
Web-sites:
Printed publications:
Individual/ bespoke
advice:
Accredited courses:
Workshops:
0
5
10
15
20
25
Opportunities
• better student support/enhanced communication
(24/7)
• flexibility (flexible working, real time interaction and
accessibility)
• developing new ways to teach, assess and feed back
• greater integration of OERs and reusable learning
objects
• enhanced collaborative learning opportunities (staff
and students)
• development of transferable skills for digital age
Barriers
• No real safe places (times) for staff risk-taking
• flow of technological change overwhelming;
difficult to seek out good resources and
understand their pedagogic uses
• ensuring that staff understand they cannot be
expected to know everything or indeed be
responsive to students 24/7
What are HEDG members doing?
• Supporting/leading strategic developments
• Role modelling effective practice
• Mediating use of technologies
• Embedding TEL in staff development programmes
Where next?
• Case studies
• Emerging resources
• Generic framework for dissemination