Changing the Learning Landscape

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Case Study: Preparing Higher Education for the Digital Age

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Changing the Learning Landscape

  1. 1. © University of Reading 2008 www.reading.ac.uk Changing the Learning Landscape Case Study: Preparing Higher Education for the Digital Age Professor Gavin Brooks Pro-Vice-Chancellor (Teaching and Learning), University of Reading BETT 2014 Conference – 22 January 2014
  2. 2. Overview • Changing the Learning Landscape (CLL) • Changes in technology for education • TEL at the University of Reading • MOOCs • Early successes and future developments
  3. 3. Changing the Learning Landscape • Enabling HEIs, and FE colleges providing HE, in England to bring about change in their strategic approaches to technology in learning and teaching • Partnership between: Association for Learning Technology, HEA, Jisc, NUS and LFHE. Funded in 2012-13 and 2013- 14 by Hefce • Active engagement with the student body is key http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm#1.4em
  4. 4. Changing the Learning Landscape: Expected Impacts • Students’ learning and life prospects • Institutional and systemic practice and Learning and Teaching strategies • Collaboration and partnership across and between HEIs and colleges http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm#1.4em
  5. 5. Developments in technology • The Pascaline (1642) • The Apple computer (1970s) • Smart phones/tablets (2000s)
  6. 6. Changes in use of technology in education • Significant advances in use and availability of digital/smart technology and software in schools and colleges (from nursery upwards) • HE has not necessarily kept pace with advances in use of technology in teaching and learning • More students arriving at university with tablets/smartphones and expect to use them as part of their learning
  7. 7. Technology-Enhanced Learning (TEL) at Reading • Not previously a top-level institutional priority, although pockets of excellence across the University e.g. flipped classroom/podcasts/wikis • Digital Literacies Jisc Programme: “Digitally Ready Project” (2011-13) – aim was to raise awareness and offer opportunities to staff and students at UoR to develop their digital literacies to prepare them for working, learning and living in a digital society • Sub-Committee on IT in T&L; Working Group on Technology in T&L; Working Group on CPD
  8. 8. Why focus on TEL? • Enriches the T&L experience (for staff and students) • Enhances overall student satisfaction • Enhances employability and work placement prospects for students • Enhances overseas ambitions/internationalisation • Assists development and delivery of online learning/distance-learning programmes • Already have strong IT infrastructure with strong commitment to digital literacy
  9. 9. TEL Strategy at UoR • TEL Strategy Group established in January 2013 • Led by senior management (PVC) with TEL Implementation Team comprising: Associate Dean (T&L), Head of Quality Support, and Education Officer from Students Union • Strong buy-in from VC, University Executive Board, academic staff and student body • Embedded TEL as part of the new University T&L Strategy (2013-18) and the broader University Strategy (2013-26)
  10. 10. TEL Strategy Group - ToR • To produce, and oversee the implementation of, a University-wide strategy for technology-enhanced learning • To audit in which ways the University, at all levels, captures current and future technological needs for T&L • To determine whether current practices can be improved, and to ensure that good practice is shared • To consider how capacity could be built within Student and Academic Services to manage new developments in technology to enhance T&L • To report to the University Board for Teaching and Learning and the University Executive Board as necessary • Has identified six strategic priorities
  11. 11. STRATEGIC PRIORITIES FOR TEL • Engendering a Culture of TEL throughout the Institution • Wi-Fi – broad bandwidth across buildings on all campuses and some outdoor spaces • VLE • e-submission, e-assessment and e-marking • Lecture Capture • Massive Open Online Courses (MOOCs)
  12. 12. Massive Open Online Courses (MOOCs) at Reading • UoR is a member of FutureLearn (Jan 2013) • Delivering education around the world on an unprecedented scale • Current model is free access, non-credit bearing • First MOOC (Begin Programming) launched in October 2013 • Suite of MOOCs for 2014: - Academic Writing for International Students - Human Resource Management - Food Diet and Health - International Development/Agriculture - Cardiovascular disease - Climate and Weather https://www.futurelearn.com
  13. 13. Early successes and future developments • Active engagement of wide range of academic, administrative and support staff • Strong support from, and engagement with, students • MOOCs/SPOCs • Paperless committees/more paperless working • Use, and development of, new Apps to aid learning • Increased use of technology at Open and Visit Days
  14. 14. Contact details Professor Gavin Brooks Pro-Vice-Chancellor (Teaching and Learning) Tel: 0118-378-6140 E-mail: g.brooks@reading.ac.uk Web: www.reading.ac.uk/about/people/about-brooks.aspx LinkedIn: http://www.linkedin.com/pub/gavin- brooks/16/367/7a9

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