This document summarizes discussions from a conference on teaching and learning with educational technology (TEL). The discussions covered several themes: supporting students' needs and preferences through TEL; ensuring TEL is informed by educational theory; reusing open educational resources created by others; the challenges of implementing TEL from both top-down institutional mandates and bottom-up practitioner initiatives; and assessing how TEL transforms teaching practices and its impact on student learning. Educators expressed tensions between students' technology preferences and more beneficial learning approaches, as well as challenges balancing educational theory, practical constraints, and student demands in TEL design and implementation.

1. Teachers Talking about TEL
Liz Masterman
17th April 2013
http://giar3579.deviantart.com/art/My-lecturers-306744823

2. The projects
 Learning
Design:
informant
prac22oners
 Phoebe
 The
Learning
Designer
 Open
Educa2onal
Resources:
discovering
OER
in
a
workshop
se@ng
 OER
Impact
Study
 Student
Digital
Experience:
the
staff
perspec2ve
 DIGE

3. The themes
 Suppor2ng
students’
needs
and
preferences
through
TEL
 Theory-­‐informed
TEL
 Reusing
digital
resources
(OER)
created
by
others
 The
ins2tu2onal
picture
 Transforming
prac2ce
+
the
ques2on
of
evidence

4. Students’ needs and preferences
 ‘I
was
very
passionate
about
helping
them
learn
more
effec2vely
and
beNer’
 ‘If
we
don’t
do
any
sort
of
blogs,
podcasts,
internet
searches,
if
we
don’t
get
the
students
using
their
mobile
phones
…
as
part
of
the
curriculum,
what
kind
of
graduates
are
we
sending
out?’
University of Marylandhttp://www.flickr.com/photos/umdnews/4968436744/

5. Students’ needs and preferences
 ‘The
students
also
make
demands:
“Can
you
provide
this
work
online…?”
and
therefore
people
slowly
start
coming
out
of
their
own
cocoons’
 ‘And
the
students
are,
well,
you
know,
“In
our
other
course
we’ve
got
this,
in
our
other
course
all
the
lecture
notes
are
up.”’
University of Marylandhttp://www.flickr.com/photos/umdnews/4968436744/

6. Students’ needs and preferences
 ‘They’re
coping
with
very
large
numbers
of
students
and
they
have
no
2me
at
all
and
they
just
revert
back
to
tradi2onal
forms’
http://commons.wikimedia.org/wiki/File:Activism_Course.jpg: Public domain

7. Students’ needs and preferences
 ‘It’s
not
about
just
pu@ng
your
PowerPoint
[on
the
VLE]
…
a
good
discussion
can
be
as
good
as
something
technologically
wonderful’
 ‘They
have
no
concept
of
the
whole
scale
of
human
knowledge
that
exists
in
print
form
in
libraries
…
A
lot
of
that
knowledge
is
being
lost’
University of Oxford

8. Students’ needs and preferences
 Is
there
some2mes
a
tension
what
students
(say
they)
want
and
what
might
be
more
beneficial
to
their
learning?

9. Theory-informed TEL
 Theories
of
learning
vs
theories
of
teaching
 ‘What
the
reflec2on
can
lead
you
to
is
the
point
where
you
go,
“Well,
this
is
not
working
but
I
don’t
know
how
to
fix
it”
…
you
need
to
be
able
to
head
into
the
theory
behind
it’
Dennis Callahanhttp://www.flickr.com/photos/denniscallahan/7864653008

10. Theory-informed TEL

11. Theory-informed TEL
 ‘It’s
not
as
simple
as
saying,
“Oh
yes,
I’m
a
construc2vist
or
a
social
construc2vist,
or
a
this,
or
a
that”
…
I
think
they
all
do
influence,
but
I
don’t
think
there’s
one
correct
one’
 ‘In
the
end
what’s
going
to
inform
my
decisions
are
2me,
number
of
students,
…
the
things
that
they
have
to
get
done’
Dennis Callahanhttp://www.flickr.com/photos/denniscallahan/7864653008

12. Theory-informed TEL
 ‘Good
use
of
technology
builds
on
all
the
educa2on
theory
…
You
shouldn’t
really
be
dabbling
with
the
technology
un2l
you
know
what
you’re
doing
with
the
learning
and
teaching.’
Do
you
agree?

13. Reusing resources created by others
University of OxfordImages (excl. lesson plan) accessed via http://ww1centenary.oucs.ox.ac.uk

14. Reusing resources created by others
 ‘One
of
the
func2ons
that
other
people’s
stuff
has
is
teaching
me
how
to
do
it
by
looking
at
example.
And
classicists
are
more
prone
to
doing
that,
I
think,
than
some
other
disciplines’
 ‘I
…
got
this
lovely
example
of
fulcrum,
load
and
effort
and
a
car
crashing
into
a
wall.
…
I
thought:
“Well,
that’s
not
what
I
do
because
I
don’t
teach
a
concept
that
can
be
grasped
like
that.”
And
…
I
suddenly
went,
“Oh,
so
when
I’m
teaching
that
means
I
could
do
this!”’
Elizabeth MatthewsVan de Graaff generator

15. Reusing resources created by others
 ‘Whole
packages
…
kind
of
assume
that
we
are
kind
of
neutral
deliverers
of
objec2ve
content
to
those
passive
recipients,
and
that’s
not
what
happens’
 ‘We
haven’t
made
it
and
used
our
thought
processes
to
make
it
…
And
then
you
spend
a
couple
of
hours
re-­‐
jigging
it
to
sound
like
you;
using
the
concepts
but
put
it
in
your
style’
http://pixabay.com/get/d82ade6eaf2788458a6e/1363368359/states-40679.png: Public domain

16. Reusing resources created by others
There’s
currently
a
drive
to
encourage
teachers
to
incorporate
OER
created
by
others
into
their
curriculum.
 What
trade-­‐offs
and
compromises
are
entailed?

17. The institutional picture: top-down
 ‘We’ve
benchmarked
where
are
all
faculty
prac2ce
with
e-­‐learning,
and
we
did
that
by
asking
everybody
“Where
are
you
on
this
scale
of
using
these
tools
in
VLE?”
…
…just
because
they’re
not
using
[the
VLE]
doesn’t
mean
they’re
not
actually
using
technology
and
e-­‐
learning’

18. The institutional picture: bottom-up
 ‘Can
you
take
a
sort
of
a
guerrilla
approach
and
…
get
a
dialogue
going
within
these
communi2es
of
prac2ce?’
 ‘Most
of
the
2mes
people
don’t
even
like
[the
VLE]
…
I’ve
been
kind
of
trying
to
work
up
strategies
to
get
people
engaging
with
the
online
world
more
crea2vely
for
teaching
and
learning’

19. The institutional picture: in the middle
 ‘You
need
to
have
the
shared
domain
…
this
stuff
works
when
I
focus
it
on
the
[XX
Faculty]
…
there’s
no
added
value
if
I
do
a
course
centrally
for
someone
from
Engineering
that
I
will
never
see
again’
 ‘Having
somebody
that
you
trust
who
teaches
and
works
in
the
department
tell
you
that
it’s
there
makes
it
way
more
likely
to
get
used
than
if
the
university
planning
commiNee
tells
you
that
it’s
there’

20. The institutional picture
 Where
is
the
locus
of
really
innova2ve
TEL
in
your
ins2tu2on,
in
terms
of
organisa2onal
structure,
people
and
technologies?
 What
it
its
rela2onship
to
ins2tu2onal
policies,
services
and
systems
to
support
TEL?

21. Transforming practice through TEL
 ‘Each
2me
we
introduce
a
new
technology
it
opens
up
ways
of
doing
things
that
may
have
always
been
done,
but
which
can
now
be
done
more
effec2vely’
 ‘One
of
the
main
benefits
of
technology
is
that
it
offers
an
opportunity
to
think/talk
about
teaching
and
learning:
teaching
in
a
more
interes2ng
way,
thinking
about
how
students
learn’
 ‘Technology
won’t
make
a
bad
teacher
into
a
good
teacher,
and
it
won’t
necessarily
make
a
good
teacher
any
beNer
either’
http://commons.wikimedia.org/wiki/File%3AMerian_Metamorphosis_VI_.jpg: Public domain

22. Transforming practice through TEL
University of Salford Press Officehttp://commons.wikimedia.org/wiki/File%3AStudents_in_a_computer_lab.jpg
 ‘I
need
to
be
convinced
that
there’s
a
real
benefit
–
rather
than
it’s
a
new-­‐fangled
thing
and
we
must
all
use
technology’
 ‘What
[senior
management
is]
saying
is,
“You
should
all
have
a
[VLE]
site
and
as
a
minimum
you
should
have
your
module
booklet
up,
you
should
have
your
name,
your
office
numbers,
your
this,
your
that.”
Well,
to
me,
where’s
the
joy
in
that?
…
last
year
…
one
of
our
Masters
students
…
did
an
evolving
essay
and
several
of
us
all
commented
as
she
was
going…’

23. Evidence: what counts as convincing?
 ‘Prove
to
me
that
this
has
been
done
before
and
that
it
has
worked
for
someone
else
…
who
looks
exactly
like
me
in
exactly
what
I
teach
at
exactly
this
level’
 ‘…seeing
somebody
else
who
is
really
interested
in
that
way
of
teaching,
being
inspiring
and
interes2ng
about
it’
 ‘The
defini2on
of
“beNer”
depends
on
what
your
research
background
is’
https://commons.wikimedia.org/wiki/File%3AEvidence_of_Toronto_people.jpg: Public domain

24. Transforming practice through TEL
You’ve
heard
about
an
innova2ve
use
of
TEL
and
want
to
try
it
out
for
yourself.
What
will
best
help
you
to
decide?
 Evidence
of
improved
learning
outcomes
(p
<
0.01)
 Students’
feedback
showing
mo2va2on
and
enjoyment
 The
teacher’s
self-­‐report
 Knowledge
of
the
context
so
that
you
can
decide
if
it’s
applicable
to
yours

25. Conclusion (and thank you!)
http://commons.wikimedia.org/wiki/File:Collier_conclusion.jpg: Public domain

26. Five questions
1. Is
there
a
tension
what
students
want
and
what
might
be
more
beneficial
to
their
learning?
2. ‘Good
use
of
technology
builds
on
all
the
educa2on
theory.’
Do
you
agree?
3. What
are
the
trade-­‐offs
and
compromises
in
using
(open)
educa2onal
resources
created
by
others?
4. Where
is
the
locus
of
‘cool
TEL’
in
your
university/
college
and
what
is
its
rela2onship
to
ins2tu2onal
support?
5. What
(quan2ta2ve
and/or
qualita2ve)
informa2on
will
best
help
you
decide
whether
to
try
out
a
TEL
innova2on?

27. Reading
this
week’s
outline,
we
seem
to
be
moving
from
the
big
ques9ons
of
TEL
as
a
whole
to
big
ques9ons
for
individual
teachers
as
they
get
to
grips
with
TEL.
I’ve
been
doing
research
into
how
teachers
and
lecturers
in
HE
and
FE
engage
with
digital
technologies
for
nearly
9
years.
In
the
next
20
minutes
or
so
I’d
like
to
share
with
you
some
of
the
topics
that
I
discussed
with
them
in
interviews
that
I
have
done
in
a
number
projects.
I’ll
address
some
of
the
themes
in
this
week’s
ac9vi9es,
and
some
other
ones
as
well.
I’ll
pick
out
in
par9cular
the
‘big
ques9ons’
that
arose
from
each
theme,
some
of
which
I
hope
you’ll
pick
up
and
discuss
later
on.
Obviously,
I’ve
been
selec9ve
in
choosing
material
that
I
hope
will
s9mulate
discussion,
but
I
have
tried
to
let
the
data
speak
for
themselves.
1
17th
April,
2013
ocTEL
Webinar
–
Liz
Masterman

28. I’m
going
to
draw
from
interviews
conducted
in
three
areas
of
research:
Learning
Design
–
Phoebe,
Learning
Designer
–
projects
that
researched
and
developed
prototype
digital
tools
to
help
teachers
plan
and
design
their
students’
learning,
esp
to
get
them
engaged
in
TEL.
Concept
of
informant-­‐prac99oners
(IPs)
–
interviewees
in
the
Learning
Design
projects
(roughly
20
–
some
were
interviewed
for
both
projects):
primarily
individuals
who
are
experienced
prac99oners,
are
well
versed
in
digital
technologies,
and
represent
a
range
of
roles
within
TEL:
subject
lecturers,
staff
developers
and
learning
technologists.
This
places
them
in
a
strong
posi9on
to
ar9culate,
and
interpret,
the
perspec9ves
and
needs
of
early-­‐career
lecturers
or
of
seasoned
academics
who
have
not
yet
engaged
with
TEL.
Open
Educa9onal
Resources
–
the
OER
Impact
Study
–
looking
at
OER
from
the
reuse
side…
A
workshop
with
16
lecturers
who
were
discovering
OER
for
the
first
9me.
DIGE
–
14
interviewees
–
staff
to
complement
and
supplement
data
gathered
from
students
2
17th
April,
2013
ocTEL
Webinar
–
Liz
Masterman

29. Themes
–
not
sure
if
there
is
a
logic
to
this
order…
Star9ng
with
students
-­‐
pragma9c
considera9ons
Then
move
on
to
the
role
of
theory
–
which
is
one
of
the
ac9vi9es
for
this
week.
Idea
of
developing
your
own
prac9ce
by
finding
and
using
materials
that
others
have
created
and
made
available
–
which
nowadays
includes
OER
The
ins9tu9onal
picture
–
where
does
innova9on
lie
–
who’s
doing
it,
with
what
technologies,
and
at
what
level
of
the
organisa9on.
Finally
–
look
at
the
poten9al
for
doing
something
more
with
digital
technologies
than
simply
replica9ng
one’s
current
teaching
prac9ce
online
–
how
using
technology
might
help
lecturers
to
change
the
way
they
do
things
–
and
what
they
want
to
know
in
order
to
try
out
with
their
own
students
successful
innova9ons
such
as
the
examples
you’ve
been
looking
at.
I’ll
conclude
each
theme
with
a
ques9on
that
has
emerged
from
the
data.
The
aim
is
to
get
you
thinking
about
the
theme
in
rela9on
to
your
own
context,
and
thus
to
seed
the
discussion
aaer
this
presenta9on,
but
it’s
at
least
as
important
for
you
to
come
up
with
your
own
ques9ons.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
3

30. Start
with
students’
needs
and
preferences
as
for
at
least
one
lecturer
this
was
what
prompted
her
to
explore
the
possibili9es
of
digital
technologies.
The
emphasis
on
developing
graduate
abributes
to
ensure
that
students
are
fit
for
the
labour
market
has
also
come
to
the
fore
in
recent
years.
It
is
manifested,
in
part,
in
a
drive
towards
digital
literacy
and
towards
the
greater
use
of
technology-­‐enhanced
learning.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
4

31. But
it’s
also
to
respond
to
their
requests.
And
it’s
important
that
students
have
a
consistent
digital
experience
across
all
the
subjects
they
study.
I’ve
got
this
all-­‐singing,
all-­‐dancing
site
with
all
kinds
of
stuff
on
it.
And
then
they
go
to
the
next
class
and
there’s
a
module
booklet
up.
And
the
students
are,
well,
you
know,
‘In
our
other
course
we’ve
got
this,
in
our
other
course
all
the
lecture
notes
are
up.’
This
comes
from
a
lecturer
based
in
London,
but
we
have
found
the
same
situa9on
in
Oxford
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
5

32. But,
student-­‐related
factors
can
act
as
constraints
rather
than
enabling
factors.
For
example,
although
technology
enables
lecturers
to
scale
up
their
teaching
to
accommodate
larger
class
sizes,
the
greater
numbers
can
make
it
difficult
even
for
enthusiasts
to
innovate.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
6

33. But
judicious
use
of
technology
–
students
can
be
discerning!
And
can’t
assume
that
students
necessarily
want
to
engage
in
DTs
for
learning.
IP6
recounted
how
one
department
in
his
university
was
concerned
that
the
level
at
which
it
had
to
teach
the
majority
of
students
meant
that
it
risked
losing
its
brightest
students
through
boredom.
The
lecturers
set
up
a
group
through
Facebook,
through
which
these
students
were
given
weekly
problems
and
could
receive
peer
support
from
students
in
the
year
above.
It
worked
But
he
also
told
us
about
another
lecturer
who
tried
an
innova9ve
approach
by
pugng
resources
on
Facebook
without
considering
the
students’
point
of
view
first.
Although
half
of
the
students
were
‘switched
on’
by
this
novel
approach,
the
others
were
not.
Students
as
conserva9ve/ac9ng
against
their
own
interests
as
learners
–
From
DIGE:
consequence
of
the
privileging
of
online
resources:
‘They
have
no
concept
of
the
whole
scale
of
human
knowledge
that
exists
in
print
form…’.
In
other
words,
if
knowledge
is
not
represented
online,
it
is
assumed
not
to
exist;
-­‐
same
is
true
in
musicology
–
if
it
isn’t
in
Spo9fy,
it
doesn’t
exist
and
they
are
reluctant
to
come
into
the
department
to
listen
to
CDs.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
7

34. Some9mes
what
students
want
is
not
pedagogically
appropriate
to
the
kinds
of
skills
and
ac9vi9es
which
their
lecturers
want
them
to
develop?
Especially
if
what
they
want
is
pedagogically
retrogressive?
e.g.
from
DIGE:
Students’
preference
for
reading
lists
with
links
that
give
them
direct
access
to
online
materials
appears
to
be
conten9ous
for
staff.
A
librarian
reported
faculty
agtudes
that
students
need
to
learn
how
to
search
catalogues,
while
for
one
of
our
most
senior
interviewees
the
skills
of
cri9cal
enquiry
are
developed
through
inves9ga9on,
which
includes
working
in
libraries
and
going
to
original
sources
rather
than
their
digi9sed
versions.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
8

35. Moving
on
to
the
second
theme…
Researchers
now
widely
consider
that
theories
of
learning
and
theory-­‐informed
frameworks
play
a
key
role,
not
merely
in
ensuring
‘good
pedagogical
design’,
but
also
in
countering
tendencies
towards
‘technological
determinism’.
In
the
Learning
Designer
interviews,
we
asked
our
IPs:
What
is
the
general
value
of
theory
to
their
prac9ce?
The
interviews
suggested
that
the
value
of
theory
lies
above
all
in
providing
insights
into
the
underlying
mechanisms
of
teaching
and
learning.
Indeed,
one
person
drew
an
illumina9ng
dis9nc9on
between
theories
of
learning
–
explanatory
theories
of
how
people
come
to
learn,
but
which
he
felt
contained
insufficient
constraints
to
be
of
use
in
guiding
design
prac9ce
–
and
theories
of
teaching:
prac9cal
frameworks
for
implemen9ng
teaching
and
learning,
which
can
nevertheless
be
based
on
learning
theories.
In
this
way,
theory
can
both
inform
the
ac9vity
of
crea9ng
a
learning
design
and
fulfil
an
explanatory
func9on
in
the
ac9vity
of
reviewing
(reflec9on):
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
9

36. our
work
with
Learning
Designer
IPs
included
a
short
‘9ck-­‐box’
ac9vity
to
elicit
quan9ta9ve
data
on
interviewees’
familiarity
with
a
specific
set
of
generally
accepted
theories.
We
listed
10
theories
and
asked
them
which
they
use
themselves.
We
also
asked
them
for
any
theories
we
had
missed
from
the
list.
Wordle
shows
the
theories
that
they
actually
used
–
those
in
our
list
as
well
as
those
we
had
missed
out.
The
2
9ny
ones
are
Behaviourism
and
Construc9onism
-­‐ Use
of
Behaviourism:
whilst
I
do
think
there
are
useful
things
in
construcAvism,
having
had
you
know,
children
and
having
had
teachers
who
watch
teachers
work
a
lot,
it
does
strike
me
that
there
are
some
sort
of
condiAonings
that
you
can
use
very,
very
effecAvely
in
order
to
get
people
to
do
certain
things,
whether
they
kind
of
like
it
or
not,
sort
of
you
know
it’s
going
to
be
good
for
them
sort
of
thing.
I
don’t
think
that
I’m
someone
who
will
necessarily
chuck
out
a
theory
that
[…]
I
know
kind
of
works
because
of
some
sort
of
poliAcal
agenda.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
10

37. Of
course,
theory
is
not
applied
uncri9cally.
Although
a
number
of
lecturers
spoke
of
being
influenced
by
a
variety
of
theories,
these
had
become
interwoven
into
their
general
world
view
and
they
rarely
set
out
to
implement
a
specific
one;
for
example:
…there’s
kind
of
a
lot
of
complexity
around
there,
and
it’s
not
as
simple
as
saying,
‘Oh
yes,
I’m
a,
you
know,
I’m
a
construcAvist
or
a
social
construcAvist,
or
a
this,
or
a
that,
or
[…]
I
look
at
Piaget’…
I
think
they
all
do
influence,
but
I
don’t
think
there’s
one
correct
one.
Finally,
a
few
lecturers
took
a
deliberately
atheore9cal
stance;
for
example:
‘in
the
end
what’s
going
to
inform
my
decisions
are
9me,
number
of
students,
[…],
the
things
that
they
have
to
get
done’.
Moreover,
even
lecturers
who
cited
theories
extensively
admibed
that
pragma9c
issues
were
their
primary
considera9on.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
11

38. Ques9on
speaks
for
itself
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
12

39. Teachers
have
for
ages
incorporated
resources
created
by
others
into
their
students’
learning
and,
to
a
lesser
extent,
made
their
own
resources
available
to
others.
However,
the
prac9ce
remained
largely
informal
and
localised
within
ins9tu9ons
or
discipline-­‐centred
communi9es.
With
the
burgeoning
of
the
open
educa9onal
resources
movement,
reuse
has
become
a
much
more
overt
prac9ce.
And
OER
provide
an
acceptable
way
to
gain
inspira9on
for
designing
one’s
own
learning
materials
or
to
acquire
materials
that
one
lacks
the
wherewithal
to
create
oneself
.
What’s
reused?
Granularity
–
things
of
different
sizes.
Big
and
lible
OER
–
Weller
pedagogic
intent:
whether
the
resource
has
been
explicitly
developed
for
an
educa9onal
purpose
–
the
MIT
course,
blog
post,
simula9on,
podcast
and
lesson
plan
or
can
readily
be
co-­‐opted
for
such
a
purpose
–
image
on
bobom
right
There
is
rela9onship
between
pedagogic
intent
and
granularity:
we
found
that
lecturers
feel
more
in
control
over
‘lible’
than
‘big’
OER,
and
‘lible’
OER
that
are
more
easily
slobed
into
a
learning
design
oaen
have
a
non-­‐
educa9onal
origin
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
13

40. The
five
examples
of
TEL
that
you
looked
at
came
from
different
disciplines
–
so
can
ideas
and
learning
ac9vi9es
and
materials
from
one
discipline
be
transferable
to
another?
(Cross-­‐pollina9on)
The
dominant
research
methodology
within
a
par9cular
discipline
was
perceived
to
influence
lecturers’
agtudes
towards
re-­‐using
materials
created
by
other
teachers,
as
shown
in
these
quota9ons
from
a
lecturer
and
a
staff
developer
respec9vely:
One
of
the
funcAons
that
other
people’s
stuff
has
is
teaching
me
how
to
do
it
by
looking
at
example.
And
classicists
are
more
prone
to
doing
that,
I
think,
than
some
other
disciplines,
just
on
the
grounds
that
we’ve
very
used
to
looking
at
examples
and
recovering
paIerns
in
the
way
that
we
work
for
research.
Content
acts
as
another
barrier
to
the
cross-­‐disciplinary
fer9lisa9on
of
learning
designs
and
design
ideas.
To
surmount
it,
one
must
discern
something
of
relevance
to
one’s
own
teaching
in
terms
of
structure
or
approach.
A
humani9es
lecturer
vividly
described
a
moment
of
enlightenment
in
this
respect:
perceiving
the
relevance
to
her
own
field
of
the
pedagogy
underlying
a
reusable
learning
object
developed
for
physics:
I
…
got
this
lovely
example
of
fulcrum,
load
and
effort
and
a
car
crashing
into
a
wall.
…
I
thought,
‘Well
that’s
not
what
I
do
because
I
don’t
teach
a
concept
that
can
be
grasped
like
that.’
And
there
was
this
moment,
and
…
I
had
an
epiphany
because
I
suddenly
went,
‘Oh,
so
when
I’m
teaching
that
means
I
could
do
this!’
Relies
on
ability
to
latch
onto
something
in
the
example
–
in
this
case
it
may
have
been
because
this
classics
lecturer
had
done
Physics
A
Level,
but
it
may
also
be
because
she
was
able
to
perceive
the
underlying
abstract
pedagogic
pabern
of
this
learning
ac9vity
–
recall
Diana’s
talk
about
paberns
last
week.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
14

41. Although
lecturers
can
be
willing
to
sacrifice
certain
aspects
of
quality
and
fitness
when
reusing
materials
created
by
others,,
the
individuality
of
their
teaching
voice
remains
sacrosanct.
In
such
cases,
the
lecturer
either
provides
explanatory
guidance
to
students
on
how
to
approach
the
resource
or
modifies
it
(if
the
licence
permits).
15
17th
April,
2013
ocTEL
Webinar
–
Liz
Masterman

42. Looking
at
OER
in
par9cular…
There’s
currently
a
drive
to
encourage
teachers
to
incorporate
OER
created
by
others
into
their
curriculum.
Benefits
of
OER
include
being
able
to
use
them
–
even
modify
and
redistribute
them
–
legi9mately
because
of
the
use
of
Crea9ve
Commons
licensing.
But
what
trade-­‐offs
and
compromises
are
entailed?
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
16

43. Of
course,
lecturers
don’t
work
in
a
vacuum,
and
in
this
segment
I’m
going
to
look
at
how
innova9on
in
TEL
fits
into
the
ins9tu9onal
picture.
Top-­‐down
ini9a9ves
may
centre
around
‘endorsed’
tools
(primarily
the
VLE)
or
around
course
design
and
valida9on
processes.
However,
the
VLE
may
not
be
universally
used;
moreover,
individual
members
of
staff
may
experiment
addi9onally
with
other,
unendorsed,
tools.
So
it
can
be
difficult
for
an
ins9tu9on
to
obtain
a
full
picture
of
its
TEL
ac9vi9es.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
17

44. For
this
learning
technologist
interviewed
by
the
Learning
Designer
project,
a
bobom-­‐up
approach
is
the
op9mal
way
to
effect
changes
in
prac9ce.
the
original
thing
I
was
asked
was
basically
get
more
people
using
[the
VLE],
and
therein
lies
a
problem,
you
know,
how
…
do
you
do
that
when
most
of
the
Ames
people
don’t
even
like
[the
VLE]
and
there
is
all
the
technofear
and
there’s
only
me.
So
basically
I’ve
been
kind
of
trying
to
work
up
strategies
to
get
people
engaging
with
the
online
world
more
creaAvely
for
teaching
and
learning
purposes.
Are
there
sugges9ons
here
of
a
tension
between
innova9ve
prac9ce
by
individuals
and
ins9tu9onal
strategies
for
implemen9ng
technology-­‐enhanced
learning?
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
18

45. I
guess
this
could
be
called
the
middle
way.
Two
quotes
–
one
from
a
learning
technologist
driving
the
ini9a9ve,
the
other
from
a
lecturer
(in
another
university)
on
the
receiving
end
of
a
department-­‐based
ini9a9ve
Key
concepts
in
this
approach
are:
Shared
domain
Communi9es
of
innova9on
Trust
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
19

46. So
what
this
seems
to
boil
down
to
is
the
locus
of
innova9on
-­‐
where
the
cool
TEL
stuff
is
happening…
Is
it
inside
or
outside
formal/ins9tu9onal
support
–
and
if
it’s
outside,
how
do
these
different
drives
co-­‐exist?
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
20

47. This
week
is
about
using
TEL
to
transform
–
or
at
least
enhance
–
one’s
pedagogic
prac9ce.
This
entails
two
things
-­‐
First
quote:
Changing
what
you
do
Second
quote:
Changing
how
you
think
about
what
you
(and
your
students)
do
But
transforma9on
doesn’t
happen
automa9cally
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
21

48. What
is
not
likely
to
transform
prac9ce…
It
doesn’t
happen
by
pugng
technology
first
(e.g.
also
FE
college’s
observa9on
sessions
–
teachers
must
use
DT
because
it’s
in
the
classroom)
And
it
doesn’t
happen
by
managerial
mandate…
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
22

49. But
what
is
it
that
will
convince
us
that
something
is
worth
trying?
Does
evidence
have
to
come
from
someone
working
in
exactly
the
same
subject?:
Show
me
how
it’s
beIer.
But
also
prove
to
me
that
this
has
been
done
before
and
that
it
has
worked
for
someone
else
before,
and
it
has
worked
for
someone
else
who
looks
exactly
like
me
in
exactly
what
I
teach
at
exactly
this
level.
Or
is
peer
observa9on
sufficient?
What
inspires
me
and
gets
me
interest
in
teaching
in
new
ways
is
seeing
somebody
else
who
is
really
interested
in
that
way
of
teaching,
being
inspiring
and
interesAng
about
it.
And
does
the
evidence
and
proof
sought
differ
according
to
discipline?:
Does
there
have
to
be
an
experiment
in
which
a
control
group
did
this
and
X
was
applied
in
this
situaAon
and
equalled
Y?
If
that’s
the
only
way
you
can
be
convinced,
which
may
be
to
do
with
your
discipline
background,
that’s
quite
different
from
what
you
might
read
in
a
case
study
from
somebody
from
the
social
sciences
who
is
talking
about
a
number
of
factors
working
together
to
bring
about
this
change
and
doesn’t
need
an
experimental
model.
23
17th
April,
2013
ocTEL
Webinar
–
Liz
Masterman

50. So,
what
do
you
need
to
be
convinced
to
try
something
adventurous?
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
24

51. Conclusion…
Interviews
conducted
between
2006
and
2012,
obviously
a
period
of
evolu9on:
•
greater
confidence
among
teachers,
• DTs
more
mainstream,
• ra9onale
and
mo9va9on
for
using
then
now
embraces
the
employability
and
digital
literacy
agendas
and
the
need
to
scale
up
to
accommodate
larger
classes,
•
as
well
as
improving
learning
outcomes.
Also
students
have
more
influence
in
how
they
learn
–
and
when
and
where
they
learn.
And
the
technology
has
expanded
too,
with
growth
of
social
media.
But
s9ll
persis9ng
issues
–
the
technology-­‐reluctant
(and
they
exist
among
students
too),
problems
of
reach
in
TEL
ini9a9ves.
And
the
problema9c
role
of
the
VLE
–
whether
it’s
the
end
point
or
the
start
point.
Is
uploading
resources
to
it
and
using
it
to
manage
learning
a
sufficient
condi9on
for
saying
you
engage
in
TEL,
or
is
it
only
the
springboard
to
greater
adventures
in
the
online
environment?
25
17th
April,
2013
ocTEL
Webinar
–
Liz
Masterman

52. So,
thank
you
–
and
here
are
the
five
ques9ons
in
summary.
But
don’t
feel
restricted
to
them.
ocTEL
Webinar
–
Liz
Masterman
17th
April,
2013
26