Changing Values in HigherEducation Brian Kilpatrick & Bridget Middlemas University of Roehampton, London
Who are we? Brian – Technical Development Manager &eLearning Advisor: Learning Services Bridget – Senior Lecturer in Lea...
Aims of this session To give you an overview of a SEDA course whichwe designed to encourage a wide range of staff toembed...
Changing Values in HigherEducation? HEA – developing academic and support staff;enhancing the student learning experience...
SEDA values underpinning ourcourse 1 An understanding of how people learn 2 Scholarship, professionalism and ethicalprac...
JISC project:Transformations Programme -supporting institutions to “effectlarge scale institutional change”,underpinned by...
Delivering TransformationalChangeJISC TransformationsprogrammeAimed at supporting institutionalstaff across 57 university ...
SEDA Courses at Roehampton Introduction to learning and teaching in highereducation Supervising doctoral students Stude...
Professional DevelopmentFramework URRAP URRAP is a scheme we have developed toallow all staff in an academic or academic...
URRAP & HEA recognition Evidence of experience and expertise atDescriptor 1 allows for recognition as anAssociate Fellow;...
Institutional strategies & policies Learning and teaching …new strategy 2013-2018 Staff Development ActionGroup Working...
Course: SEDA - EmbeddingLearning Technologies (pilot)Course Aims: To aid participants to enhance the studentlearning expe...
What is our vision?Developing staff who: display confidence and engagement with existing and new technologies demonstrat...
Developing the course Developed using the SEDA PDF (ProfessionalDevelopment Framework) – common sets ofValues, & Core Dev...
SEDA Timelineweek Tasks / activities for SEDA “ Embedding LearningTechnologies”Pre-start Interview to discuss suitability ...
Structure of the course 10 weeks*, blended learning Supported through: 4 x taughtsessions, Action Learning Sets,tutorial...
Participants E-learning Advisers E-leaning systemsadministrator Assistant Registrar DepartmentalAdministrator Program...
Why a project? SEDA ELT - Specialist Outcome Motivation and ownership - Authentic experience-related to the role Projec...
My project is looking at Training andDevelopment for administratorsthrough a peer support programme.This is planned to be ...
Demo – Course Overview
ActivitiesBaselineSurveyPersonaActivityVisitor /ResidentActivityActionLearningSets
Digital Literacies Baseline survey Information about them – their role andcore duties; tech they own; level orexperience ...
Attributes/IdentifiesI create a learning environment that suits me, with an awareness of my needs and preferences includin...
Persona Activity Extreme representations ofusers Develop understanding ofother’sperspectives/behaviours/actions in relat...
Visitor/Resident Activity Based on model devisedby White and Le Cornu Using metaphors to reflecton how their currentrela...
Action learning sets
What happens in anaction learning set? An action learning set is a group of six to eightpeople who meet regularly with a ...
Why Action Learning Sets? Proven to be an effectiveprocess for helping people tothink through problems and toidentify sol...
What tech? Course delivery – Moodlelearning managementsystem Reflections: Blog feature inMahara, university’s e-portfoli...
Demo – e-portfolio
Making effective use of JISC tools Reflective activities, ingroups or alone Focused ondeveloping anunderstanding of howp...
Which tools? Project management - Jisc infoNet – used specificallywhen creating their project plans and in particularrefe...
Analogous developments Changing the Learning Landscape - Strategy ImplementationProgramme Aim – Working in tandem with t...
Aims of this session To give you an overview of a SEDA course whichwe designed to encourage a wide range of staff toembed...
References and resources SEDA ELT Course Reading List Project management - Jisc infoNet Evidencing change - Jisc infoNe...
Changing Values in HigherEducation Brian Kilpatrick & Bridget Middlemas University of Roehampton, London Contact: lteu@...
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Changing Values in Higher Education

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Bridget Middlemas, Senior Lecturer in Learning & Teaching in HE and Brian Kilpatrick, Technical Development Manager & eLearning Advisor, Roehampton University

- Identify the factors which will ensure that a similar educational development activity in their HEI is effective.

- Consider the professional development needs of a wide range of staff who enhance student learning using ICT.

- Articulate the benefits of professional development activity.

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  • Who are they??? Do straw poll to see balance of participants from various sectorsHEIsPrivate sector) involved directly in planning or delivering staff development
  • SEDA Embedding learning technologies ( ELT)Created learning opportunities that are authentic, reflective, collaborative and achievableUnderpinned by appropriate pedagogical model
  • Strand A of the Transformations Programme (programme runs from November 2011 to July 2013) - Programme Strand A - Enhanced student experiencehttp://www.jisc.ac.uk/whatwedo/programmes/transformations/stranda.aspx I this is referred to in the next slide sort of…Julie’s Summary of the projectRoehampton University will encourage staff technology champions to move from being adopters of new technology processes and tools, to actively promoting their adoption more widely. It will do this by developing a SEDA CPD course in Embedding Learning Technologies 24with JISC tools. Unless this problem is addressed, effective technology tools will remain with the champions. This project looks specifically at the relationship between administrators, students and academics and how they change in response to using new technologies.
  • Our Blog - http://eltroehampton.blogspot.co.uk/
  • Should this be - http://www.seda.ac.uk/?p=3_1_10_1_4 ?Named Award from SEDA - Embedding Learning Technologies IntroductionThis is one of the named awards available through SEDA’s Professional Development Framework. It is relevant to all staff involved with learning technologies as part of their professional work, including those teaching or supporting student learning with technology, those supporting teachers or other staff, and those aspiring to using technology in these roles. AimsTo support individuals in embedding learning technologies effectively into the curriculum or support for learningTo recognise these professional achievements To advance professional practice by promoting scholarship and action research in e-learning, including evaluation and its reporting To enhancing the student learning experience, particularly by enabling greater flexibility and widening opportunities To encourage the development of learning communities sharing the SEDA professional valuesTo facilitate the sharing of effective practice within and across institutions.
  • Staff Development Action Group – Brian not Phil is on that with Bridget
  • Previous SEDA Course: SEDA Certificate in Professional Practice (April-Sept 2010)EMBED-IT Programmehttp://www.work-with-it.org.uk/EmbeddingWWIT/RoehamptonSEDA.aspxSEDA Certificate in Professional Practice ran from April to September 2010 for 15 participants all of whom had new roles as part of the restructure process. The outcomes of the pilot suggest that such a development programme which provides flexibility and professional recognition while recognising the human aspect of engaging with new processes can be a valuable vehicle for managing change. Enhancing capacity for more effective working with IT was also central to the pilot. Programme AimsTo aid participants to enhance the student learning experience, particularly by the effective use of technologyTo support individuals in embedding a range of learning technologies effectively into the student learning experienceTo advance professional practice by promoting scholarship and research in e-learning and e-teaching, including the evaluation and dissemination of initiatives To encourage the development of learning communities sharing the SEDA Professional ValuesTo facilitate the sharing of effective practice within the University of Roehampton and across other Higher Education institutionsTo recognise these achievements through a nationally recognised professional award
  • SEDA Professional Development Framework Externally validated – thorough process; designated day; interviews; submission of tutors credentials etcCollegiate – jointly developed with colleagues from Learning Services and the Learning and Teaching Enhancement UnitIterative – whilst the course had not actually been delivered before, as Bridget mentioned earlier, we’ve planned at least 2 earlier incarnations of a similar course as it has been a long standing ambition of our respective departments to bring this to fruition Comments/observations:Took longer than we thought!! Had hoped to start the course within the first term but this was pushed back to the beginning of February – why: adjustments to the plans based on the external’s recommendations and caveats developing courses at the start of a very dense term is difficult when day to day work commitments are generally at their peak design by committee – has it own challenges and has its own “pace” Participation by invitation – the first round of participants were invited
  • Programme AimsTo aid participants to enhance the student learning experience, particularly by the effective use of technologyTo support individuals in embedding a range of learning technologies effectively into the student learning experienceTo advance professional practice by promoting scholarship and research in e-learning and e-teaching, including the evaluation and dissemination of initiatives To encourage the development of learning communities sharing the SEDA Professional ValuesTo facilitate the sharing of effective practice within the University of Roehampton and across other Higher Education institutionsTo recognise these achievements through a nationally recognised professional award* As this was a pilot the initial intention was run the course over a 10 week period but this has been extended as the academic year has very specific “pinch points” around examination periods and so this extended
  • I want to explain the nature of the relationships on the course briefly and how this has brought together people with have worked with for (in same cases ) a number of years into a context that is very different and challengingAlso that these posts are quite influential in the success of projects, often at the periphery of the decision making, but usually expected to “make it so”
  • Specialist Outcomes 5        Conduct a review of IT (literature of practice) in learning and teaching and show an understanding of the underlying educational processes6        Analyse opportunities and constraints in using this technology7 Develop or select or design an application for the learning technology and plan its integration into a learning situation8 Implement the planned design9 Evaluate the impact of the implementation on the student learning experience and the people involved and recommend possible future or wider developments
  • Types of Projects
  • Results from the survey were used for inclass activities, anonymised and use for 2 specific discursive activities:Reflecting on how we as individuals approach learning new technologiesBegin the process of thinking towards the opportunities for their projects
  • Activity – where does this go?
  • Persona exercise instructionsPersonas are extreme representations of users, that may help you to think through how a particular group of people may behave, think and act in relation to a specific issue . Imagine that e-assessment has been made a compulsory requirement across the institution. Our question is, how will each persona interact with the new technology and processes.Each group will be creating one persona and explore how they will react to this scenario. Use your real life experiences of the people you know and work with, or use your imagination but keep it real!Group 1= AcademicGroup 2 = StudentGroup3= Senior ManagerGroup4= Support or administrative staffIn groups, use the next 30 minutes to minutes to:1) Create a visual image of how your archetypical persona engages with technology . What are they like as a person, what are their goals in life and at work? Think of a demographic and their experience in their role. What kind of activities are they likely to engage with in the digital world and which tools do they use ? How much time to they spend on the web for work, in professional and/or personal contexts? How might this person learn new skills? Use the mapping document to plot this if it helps.2) Develop the persona by thinking about what might motivate the person to engage with the technology ( e-assessment) , what might be the grounds for frustration?3) Identify the challenges this persona would pose for you as the people who are charged with embedding the new processes and technology for e-assessment? What could you do to support this person effectively?4) Start thinking about implications for your own projects, how are you going to convince people of the benefits of the projects, what might put them off?Use flipchart, post it notes and pens
  • Visualising your digital identity (Visitor Resident model)You have already reflected on your ability to access to and your use of a variety of technologies and social media applications in your work or private life. This exercise invites  to think further about the ways in which you inhabit the digital environment through your practices and behaviours.A useful metaphor for examining your position is that of the digital resident and the digital visitor, as developed by White and Le Cornu.  In short, digital residents are those who live on the web and leave visible digital footprints,  through sharing their views by  writing blog posts or leaving comments on social media sites.  Visitors are those who drop by, shop or look for information, pay a bill , but do not regard the web as a space where social interaction really happens.  The concept is fluid, as  you may be a digital resident in your professional life, but  a visitor in your private life. Exercise:1) Map your use of technology  and engagement with the web in terms of visitor and resident,  at work or at home.2) In your group compare your maps and discuss where you are similar or different.3) Feedback to class
  • Each person will have about 20 minutes (depending on number of people in the group) in which the group engages with their issues. There are three roles that will be rotated amongst the group until everybody had a chance to presentPresenter –concentrate on one or two of the most important issues you want to discussNote taker – does not ask questions, but concentrates on taking good notes and summarising discussion Time keeper – must ensure that the schedule is adhered to and give warning if danger of running over. The process works as follows:5 minutes to describe the progress of your project so far , and to highlight one or two issues you have come up against or want to think about furtherthe note taker will capture main points5 minutes in which the group will ask you open questions for clarification– the note taker will capture Q& A on post-it notes5 minutes, that is 1 minute per members of the ALS to make one or two point for person to take away- the note taker will capture point on post it notes1 minute for person presenting the issue to identify actions to take away. - the note taker will capture actions on post it notes 2 minutes for the note taker will summarise the main points of the conversation -the note taker will hand over all post it notes to presenter Guidance on open questions:These are questions not requiring a yes or no answer. They usually begin with ‘how’, ‘what’, ‘when’, ‘where’ ‘who’, ‘why’ or ‘tell me about’. They encourage the person you are listening to; to talk and explore the topic you are discussing or involving them about.
  • We planned the course to make use of some key/core university systems that are used to support learning and teaching We adopted a fairly light touch in terms of giving participants directions or training in using some of the systems, in particular the e-portfolio platform – not in any desire to “design in” problems but to have a process which was real, be that with frustrations that we all experience when learning new technologies and as an experience that should feed into their reflections
  • Do we want to refer to the TalisAspire reading list e.g. the categories on the
  • In this programme we aim:To provide the participants with the knowledge of how major change projects in a technology context are led and managed successfully in organisations To develop an understanding of how to provide leadership to individuals and teams and how to exert influence so that the required changes are embedded in an organisationTo provide the participants with the knowledge of how social media and learning technologies are utilised effectively in the UK and across the world, especially in an increasingly BYOT (bring your own technology) environment To expose participants to the utilisation of learning technologies through application within the context of the programme, and through experiencing their use in institutions in the UK and elsewhereTo help participants become aware of procedural, technical, legal, pedagogical and developmental changes that may be required in order to make effective progressTo create a network of leaders and practitioners that will form a mutual source of support in the implementation of their plans
  • SEDA Embedding learning technologies ( ELT)Created learning opportunities that are authentic, reflective, collaborative and achievableUnderpinned by appropriate pedagogical modelCredit bearing TransferableAward and RecognitionFeed into staff induction processesSupport appraisal processesFactorscollaborative really helpsExternally validated/peer reviewed/QA – credibilityAlignment with CPD framework
  • Changing Values in Higher Education

    1. 1. Changing Values in HigherEducation Brian Kilpatrick & Bridget Middlemas University of Roehampton, London
    2. 2. Who are we? Brian – Technical Development Manager &eLearning Advisor: Learning Services Bridget – Senior Lecturer in Learning &Teaching: Learning and TeachingEnhancement Unit (LTEU) Both of us have staff development roles atour university; working across the wholecampus with a range of academic andacademic-related staff
    3. 3. Aims of this session To give you an overview of a SEDA course whichwe designed to encourage a wide range of staff toembed technologies more effectively in their dayto day practice To identify the factors/processes which will ensurethat a similar educational development activity inyour HEI can be effective To consider the benefits of similar professionaldevelopment activities using the SEDA framework
    4. 4. Changing Values in HigherEducation? HEA – developing academic and support staff;enhancing the student learning experience NUS – value of student engagement UKPSF – professional values JISC – enhancing the use and uptake oftechnologies QAA – institutional enhancement SEDA – professional developmentImpact of these on our own institutions?
    5. 5. SEDA values underpinning ourcourse 1 An understanding of how people learn 2 Scholarship, professionalism and ethicalpractice 3 Working in and developing learningcommunities 4 Working effectively with diversity andpromoting inclusivity 5 Continuing reflection on professionalpractice 6 Developing people and processes
    6. 6. JISC project:Transformations Programme -supporting institutions to “effectlarge scale institutional change”,underpinned by ICT – Strand ASEDA (Staff & EducationalDevelopment Association)We run short CPD courses forstaff based in SEDA’sProfessional DevelopmentFramework, which is closelyaligned to the UKPSF
    7. 7. Delivering TransformationalChangeJISC TransformationsprogrammeAimed at supporting institutionalstaff across 57 university projects toeffect large-scale organisationalchange, underpinned by ICT, wherethere is an objective to: enhance student experience improve operational efficiency enhance organisational capabilityfor business and communityengagementSEDA ProfessionalDevelopment Framework(PDF)SEDAs PDF providesrecognition for higher educationinstitutions, their professionaldevelopment programmes andthe individuals who completethose programmes. It uses a range of namedawards to recognise differenttypes of professionaldevelopment.
    8. 8. SEDA Courses at Roehampton Introduction to learning and teaching in highereducation Supervising doctoral students Student engagement Developing professional practice Embedding learning technologiesFurther information at: -http://www.seda.ac.uk/?p=3_1_10_1_4
    9. 9. Professional DevelopmentFramework URRAP URRAP is a scheme we have developed toallow all staff in an academic or academic-related post to have their experience andexpertise recognised. This scheme forms part of the University ofRoehampton Professional DevelopmentFramework and is mapped against the UKProfessional Standards Framework (UKPSF)and accredited by the Higher EducationAcademy (HEA)
    10. 10. URRAP & HEA recognition Evidence of experience and expertise atDescriptor 1 allows for recognition as anAssociate Fellow; Evidence of experience and expertise atDescriptor 2 allows for recognition as a Fellow; Evidence of experience and expertise atDescriptor 3 allows for recognition as a SeniorFellow; Evidence of experience and expertise atDescriptor 4 allows for recognition as a PrincipalFellow.
    11. 11. Institutional strategies & policies Learning and teaching …new strategy 2013-2018 Staff Development ActionGroup Working closely with our HRDepartment and theAcademic Office Induction, appraisal & CPDprocesses
    12. 12. Course: SEDA - EmbeddingLearning Technologies (pilot)Course Aims: To aid participants to enhance the studentlearning experience, particularly by theeffective use of technology To support individuals in embedding arange of learning technologies effectivelyinto the student learning experience To advance professional practice bypromoting scholarship and research ine-learning and e-teaching, including theevaluation and dissemination of initiatives To encourage the development of learningcommunities sharing the SEDAProfessional Values To facilitate the sharing of effectivepractice within the University ofRoehampton and across other HigherEducation institutions To recognise these achievements througha nationally recognised professionalaward
    13. 13. What is our vision?Developing staff who: display confidence and engagement with existing and new technologies demonstrate empathy with and an understanding of cultural practices in differentprofessional domains are able to communicate across institutional contexts and through appropriate media can facilitate shared approaches to embedding learning technologies foster an understanding of what it means to successfully embed a learning technologythrough helping others to develop new skills and behavioursAnticipated outcomes include: Developing a shared approach to implementing technology enhanced learning design Foster collaborative partnerships Enhance staff development for digital literacies and small scale project management Embed SEDA ELT course in UKPSF Enable all staff to communicate change effectively Create opportunities for development of new tools Enhance staff and student experience
    14. 14. Developing the course Developed using the SEDA PDF (ProfessionalDevelopment Framework) – common sets ofValues, & Core Development Outcomes and ownset of Specialist Outcomes Externally validated by peers (SEDA“Recognisers”) Iterative design process: designing & planningwas jointly undertaken between Learning Servicesand LTEU Collegiate - 4 tutors: 3 from Learning Services and1 from LTEU; all 4 tutors delivered f-to-f taughtsessions o the course
    15. 15. SEDA Timelineweek Tasks / activities for SEDA “ Embedding LearningTechnologies”Pre-start Interview to discuss suitability of planned project1 On-line week, based on Moodle our VLE2 Taught session, (whole day)3 & 4 Reading JISC and related literature; reviewing websites5 Taught session, start “ action learning sets” of 4-6participants ( half day)6 & 7 Working on project; tutorial support if required; Moodleactivities to complete; meet members of their own actionlearning sets8 Taught session, half day9 Project work & tutorials; prepare final presentation ready forhand-in10 Final taught sessionPost-courseHand-in project and all coursework; feed back to colleaguesteams on progress / recommendations for future practice
    16. 16. Structure of the course 10 weeks*, blended learning Supported through: 4 x taughtsessions, Action Learning Sets,tutorials, and weekly(ish)podcasts/screencastsAssessed activities Implementation and evaluation of aproject Reflective Portfolio demonstratinghow SEDA values and outcomes aremet Reflective, peer reviewed reading log CPD “actions” log – where do they gofrom here
    17. 17. Participants E-learning Advisers E-leaning systemsadministrator Assistant Registrar DepartmentalAdministrator Programme Administrator Learning DevelopmentLibrarian Some of these staff wouldbe delivering the nextiteration of this course Cross institutional &department roles Emergent opportunitiesand projects All directly supportinfluence and enable thestudent experienceWho? Why?
    18. 18. Why a project? SEDA ELT - Specialist Outcome Motivation and ownership - Authentic experience-related to the role Project plan - Opportunity to use JISC tools Community of practice - Opportunity for embeddinga technology through participative and reflectivelearning Developing a shared institutional approach toembedding technology – whose responsibility is this? Assessment – tangible measureable outcomes withdeliverables
    19. 19. My project is looking at Training andDevelopment for administratorsthrough a peer support programme.This is planned to be implementedthrough self evaluation exercises,small group exercises to share bestpractice, online sessions andfeedback opportunities.My project is based around thedevelopment of fully and partiallyonline classes, and how these canbest be supported by departmentadministration.My project will focus on lookingat the Moodle quiz tool which iswidely used within thedepartments I support for bothformative and summativeassessment. I would like toestablish and documentprocesses and procedures forusing this tool more effectively .My project is to develop adistance or blended learningcourse, for new staff in particular,that will induct them in theeffective use of Roehamptonskey learning technologies namely,Moodle and Turnitin.My project is to use video clips(screen capture and digitalfilm) to goalongside written information, toencourage students to familiarisethemselves with importantprocesses/policies within theuniversity..
    20. 20. Demo – Course Overview
    21. 21. ActivitiesBaselineSurveyPersonaActivityVisitor /ResidentActivityActionLearningSets
    22. 22. Digital Literacies Baseline survey Information about them – their role andcore duties; tech they own; level orexperience or expertise Access to devices/technology – whatthey have access to; context:home/work/both Skills and personal capabilities –reflections and confidence in their owncapabilities [to use technology] acrossdifferent contexts Practices – their ways of thinking andacting Attributes About them as a learner – approachesto discovery; developing new skills;opportunities for using tech; barriers andperceptions; how they can influenceothers to use tech Their Digital toolbox – what do they use
    23. 23. Attributes/IdentifiesI create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferencesI plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomesI design original projects, problems and questions that are meaningful to me and othersI am a critical reader of messages in different media, and a critical user of different technologiesI judge digital resources, environments, networks and opportunities for their value to me and othersI behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safetyICT capabilities Information/media capabilities Learning/thinking capabilitiesPractices(ways of thinkingand acting)I choose, use and blend technologies to suitmy needsI explore the capabilities of technologyI personalise technologies and servicesI share ideas and express myself in a varietyof mediaI choose, use and blend media forcommunicating ideasI repurpose, adapt and re-edit content for avariety of audiencesI scope research questions and creativeprojects, and use information to addressthemI study under my own initiative and in theways that suit meI participate in learning communities andgroupsI build knowledge collaborativelyI solve complex problems usingappropriate ICT toolsSkills(personalcapabilities)I can:use search engines, online services, data,analysis toolsuse a range of media-capture devicesuse a range of editing applicationsuse communication and presentation toolsuse professional and academic (subject-specific) toolsI can:locate and access informationcompare, evaluate and select informationorganise and manage informationapply information to problems and questionsanalyse and synthesise informationcommunicate informationI can:take notescomplete and submit assignmentsconstruct argumentssolve problemsmanage my time and tasksevidence, cite and reference appropriatelyread and write academic contentuse number appropriatelyFunctional accessI have access to:networked device + range of appsrobust networksmedia devices e.g. camera, phonespecialist hardware or software for mycourseassistive technology that I needI have access to:information sources and serviceslearning contentmy preferred mediaI have access to:learning opportunitieslearning resourcespeers and learning groupsteachers, mentors and expertsa space for learningthe time to learnJISC Digital Literacies Development framework: Learners perspective
    24. 24. Persona Activity Extreme representations ofusers Develop understanding ofother’sperspectives/behaviours/actions in relation to a specificissue Adopt persona of a differentrole: The academic The student Senior manager Support/Admin staff Visualisation of archetypes:explore motivations; their
    25. 25. Visitor/Resident Activity Based on model devisedby White and Le Cornu Using metaphors to reflecton how their currentrelationship to usingtechnology How that mightinform/drive theirapproach to planning,implementing andembedding technology Understanding fluidity andcontext i.e. one may be adigital resident in yourprofessional life, but avisitor in your private life
    26. 26. Action learning sets
    27. 27. What happens in anaction learning set? An action learning set is a group of six to eightpeople who meet regularly with a facilitator. They contract to meet – usually for four to fivetimes. Most learning sets are made up of peers whowork at similar levels of responsibility. At the endof the contract the set decide if they want tocontinue to meet They may decide to continue to work with afacilitator, on their own or they may disband
    28. 28. Why Action Learning Sets? Proven to be an effectiveprocess for helping people tothink through problems and toidentify solutions Appropriate method to fulfilsome of the SEDA Values &Outcomes Maintain momentum Opportunities for individualparticipants to have a veryspecific focus on theirproject/issues Commonly used acrosssector/between institutionsand with students atPG/Doctorate level
    29. 29. What tech? Course delivery – Moodlelearning managementsystem Reflections: Blog feature inMahara, university’s e-portfolio system Literature Review / PeerAssessment exercise:Turnitin – onlinemarking/feedback tool Resourcelists: TalisAspireSolar powered monkey by Miikka Skaffari
    30. 30. Demo – e-portfolio
    31. 31. Making effective use of JISC tools Reflective activities, ingroups or alone Focused ondeveloping anunderstanding of howpeople learn Supporting projectwork Developingunderstanding of CPDdevelopment needs Developingunderstanding of owndigital identityTools By Dan Shouse
    32. 32. Which tools? Project management - Jisc infoNet – used specificallywhen creating their project plans and in particularreference to defining outcomes, stakeholder risks Evidencing change - Jisc infoNet – we structured anactivity around the digital story telling/projectdissemination around this infokit Planning a participatory workshop - Jisc infoNet –many of the projects are planning to have a workshopevent and we recommend this tool to assist inplanning that activity Influencing others - Jisc infoNet – a recommendedinfokit for the darker arts!!
    33. 33. Analogous developments Changing the Learning Landscape - Strategy ImplementationProgramme Aim – Working in tandem with the Deputy Provost StrategicChange Programme to build capacity in staff and student leaderswho make a major contribution to the planning andimplementation of the utilisation of learning technologies Those staff would “provide leadership and management of thechanges necessary for the organisation to embed these inpractice” http://www.lfhe.ac.uk/en/programmes-events/your-university/cll/index.cfm HEA Transforming Assessment in Higher Education Pilot Scheme a national scheme aiming to transform assessment in highereducation http://www.heacademy.ac.uk/resources/detail/assessment/Transf
    34. 34. Aims of this session To give you an overview of a SEDA course whichwe designed to encourage a wide range of staff toembed technologies more effectively in their dayto day practice To identify the factors/processes which will ensurethat a similar educational development activity inyour HEI can be effective To consider the benefits of similar professionaldevelopment activities using the SEDA framework
    35. 35. References and resources SEDA ELT Course Reading List Project management - Jisc infoNet Evidencing change - Jisc infoNet Planning a participatory workshop - Jisc infoNet Influencing others - Jisc infoNet Transformations Programme - Programme Strand A -Enhanced student experience SEDA Professional Development Framework –Embedding Learning Technologies Visitors and Residents: A new typology for onlineengagement - David S. White, Alison Le Cornu HEA Transforming Assessment Project
    36. 36. Changing Values in HigherEducation Brian Kilpatrick & Bridget Middlemas University of Roehampton, London Contact: lteu@roehampton.ac.uk

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