Presentation given at European Conference on E-Learning 2013, SKEMA Business School, Sophia Antipolis, France on 30 October 2013 Link to paper: http://issuu.com/acpil/docs/ecel2013-proceedings-vol2/92

1. What really happens when
educators make and evaluate
TEL innovations?
Claire Raistrick
University of Warwick
October 2013
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Raistrick, C (2013) What really happens when educators make and evaluate TEL innovations? IN:
Ciussi, M & Augier, M. Proceedings of the 12th European Conference on E-Learning Volume Two ECEL
2013. SKEMA Business School, Sophia Antipolis, France. Reading: Academic Conferences and
Publishing International Limited, 393-400.
Link to paper: http://issuu.com/acpil/docs/ecel2013-proceedings-vol2/92

2. Landmark TEL report
“Effective change will emerge by
equipping the main participants with a
proper understanding of their
needs, and then with the ability to
use technology to meet them”
Mayes, 2009:46-47
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

3. What do we know?
TEL innovations +++
Share practice +++
Evaluation:
• Judgements
– Worth
– What works
Self-evaluation?
Self-evaluative practices?
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

4. Self-evaluative practice
• Evaluations to inform the professional
practice of solitary practitioners (or groups)
• The development of new knowledge “as
people engage in a process of reflection
related to real problems and issues in their
own context”
Saunders, 2011:14
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

5. Self-evaluative capacity
• How can we improve this?
• What do self-evaluative
practices actually look like
when educators make a TEL
innovation?
SEPT4TEL
(Self-evaluative practices typologies for TEL)
Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

6. A representation of the researcher’s study
and participants’ evaluation projects
Educational practitioner's
evaluation project
Researcher's study
Preliminary methodological
design
Implementation of co-
constructed methodological
design
Thesis & other outputs
Undertake evaluation
project
Disseminate evaluation
project
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

7. Research strategy
• Context: postgraduate
award – implementation
& evaluation of an e-
learning innovation
• Co-construction:
dialogical conversation
(Knight & Saunders, 1999)
• RUFDATA: established
evaluation tool (Saunders,
2000)
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

8. Social practice
Reckwitz (2002:250)
• “patterns of bodily behaviour”
• “routinized ways of understanding”,
knowing how and designing”
Saunders (2012:426)
• Acts showing how “clusters of
behaviours” signify “ways of’ thinking
and doing’ associated with evaluation
use”
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

9. Object of this research
Self-evaluative practices
educators’ use when
making a TEL innovation
• What is the worth of their
TEL innovations?
• How do these educators
go about establishing
this?
• Reasons & purposes
• Uses
• Focus
• Data and evidence
• Audience
• Timing
• Agency
Guidingprinciples
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

10. Self-evaluative practices
“are iterative, questioning, responsive acts involving
stakeholders and reflexivity” (Raistrick, 2013:193)
•Authentic
•Journey process
Overarching features:
•Evaluative moments
•Reflexivity
“acts and actions (repetitive nudges) make sense to [educators]
as they weave an autobiography” (Raistrick, 2013:193)
“an organic consistent set of behaviours applied to
undertaking professional practice” (Raistrick, 2013:174)
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

11. SEPT4TEL
Reasons & purposes:
To benefit student learning
• Establish worth
• Improve pedagogy via
evaluative acts
• Sustain evaluative creep
• Achieve CPD
Uses:
To inform change processes
• Reveal new knowledge: 3
stages
• Gain clarity re changes
• Enable responsiveness:
Increasing confidence
& competence
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

12. SEPT4TEL
Focus:
The effects of the TEL innovation
• Effect(s) at different stages
• Work out what interests you
• Identify convincing forms of data:
– Metadata
– Stakeholder feedback
– changes/improvement/activity
– Indicators of success
– Problematic gaps
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

13. SEPT4TEL
Data & evidence:
Accessible, straightforward, manageable data & evidence
• Recognise, capture, analyse: Use to inform decision-making:
– Physical & non-physical forms
• Feedback: diverse sources, including reflexively
• Recognise potency of multiple knowledge resources
• Prioritise knowledge with practical potential:
– Influence change processes
– Attribute worth
• Be tenacious, alert, dedicated
• Sufficient for its current purpose – no more
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

14. SEPT4TEL
Audience:
Learners, close colleagues &
others within/beyond institution
• Accept your central role
• Engage users’ attention
to influence development
• Connect with what makes
you curious
• Use outputs to influence
other educators’ practice
Timing:
Award submission date & other
provisional endpoints
• Select an important (to you) project
• Identify provisional endpoint 1:
– Continually ‘nudge’, achieving multiple,
provisional endpoints
• Keep tuned-in, maximising
momentum
• Build-in staging posts:
– Space
– Time
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

15. SEPT4TEL
Agency:
Myself, as educator & interested outsiders
• Take responsibility:
– Progress
– Involving stakeholders
– Potential bias
• Recognise external entities provide
valuable input
Guidingprinciples
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

16. Landmark TEL report
“Effective change will emerge by
equipping the main participants with a
proper understanding of their
needs, and then with the ability to
use technology to meet them”
Mayes, 2009:46-47
SEPT4TEL
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

17. Thank you
Claire Raistrick
University of Warwick
October 2013
c.g.raistrick@warwick.ac.uk @ClaireRaistrick