<ul><li>Sustaining Your Project After Funding has finished – Lessons Learnt from the TESEP Project </li></ul><ul><li>Andre...
The  project Joint FE-HE initiative SFC e-learning transformation programme   Transforming and Enhancing the Student Exper...
ACTION 1: Supporting Institutional Change <ul><li>TESEP used at Edinburgh Napier University to support  the change from a ...
Action 2: Continuing to lead and support changes to Curriculum Delivery Models and cascade our work <ul><li>Edinburgh Napi...
Example: RSAMD: PG CERT in Higher Arts Education <ul><li>TESEP used to influence the delivery model of the RSAMD PGCERT </...
Action 3: Continuing Professional Development
Action 4: Keeping Others interested in our Work <ul><li>HE Academy  book ‘Transforming Higher education through Technology...
Summary <ul><li>Linking to Institutional Change </li></ul><ul><li>  </li></ul><ul><li>Find ways to link project outcomes a...
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Prog mtg 2010 tesep project

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Prog mtg 2010 tesep project

  1. 1. <ul><li>Sustaining Your Project After Funding has finished – Lessons Learnt from the TESEP Project </li></ul><ul><li>Andrew Comrie, Critical Friend </li></ul><ul><li>JISC Transforming Curriculum Delivery Through e-Learning </li></ul><ul><li>Programme Meeting 11 May 2010 </li></ul>
  2. 2. The project Joint FE-HE initiative SFC e-learning transformation programme Transforming and Enhancing the Student Experience through Pedagogy Building upon existing good practice Using technology appropriately Learner-centred staff development 2005-2007 Collaborative learning Working across the partner institutions Working with the sector Beyond the VLE Increasing learner autonomy ‘ Web 2.0’ Sharing ideas
  3. 3. ACTION 1: Supporting Institutional Change <ul><li>TESEP used at Edinburgh Napier University to support the change from a 15 to 20 credit academic framework. </li></ul><ul><li>TESEP used to create learning and teaching support departments at both Carnegie College and Edinburgh’s Telford College </li></ul>
  4. 4. Action 2: Continuing to lead and support changes to Curriculum Delivery Models and cascade our work <ul><li>Edinburgh Napier: The Online Learning Advocates (OLAs) formalised and funded in the University so that each Faculty has an Advocate to promote and support change to curriculum delivery models. </li></ul><ul><li>  </li></ul><ul><li>Edinburgh Napier: Teaching Fellow Special Interest Group has formed around technology enhanced approaches to Learning, Teaching and Assessment. </li></ul><ul><li>  </li></ul><ul><li>Carnegie College: A new learning and teaching support department (Curriculum Innovation in Learning and Teaching) has been created </li></ul>
  5. 5. Example: RSAMD: PG CERT in Higher Arts Education <ul><li>TESEP used to influence the delivery model of the RSAMD PGCERT </li></ul><ul><li>Participants are encouraged to consider how they might introduce technologies to own teaching practices. </li></ul><ul><li>Example: MUSIC MATTERS </li></ul><ul><li>Example: PDP and E-PORTFOLIOs </li></ul>
  6. 6. Action 3: Continuing Professional Development
  7. 7. Action 4: Keeping Others interested in our Work <ul><li>HE Academy book ‘Transforming Higher education through Technology Enhanced Learning’ (2009). </li></ul><ul><li>‘ Learners in the Co-creation of Knowledge’ (LICK) (2008) published the proceedings from the event http://www2.napier.ac.uk/transform/LICK_proceedings/LICK_2008_proceedings.pdf Research Interest Group (RIG) around this area of work. http://lickrig.wetpaint.com/ </li></ul><ul><li>  </li></ul>
  8. 8. Summary <ul><li>Linking to Institutional Change </li></ul><ul><li>  </li></ul><ul><li>Find ways to link project outcomes and deliverables to key institutional initiatives planned. </li></ul><ul><li>  </li></ul><ul><li>Setup Advocate Networks for Knowledge Transfer/Embedding and Development </li></ul><ul><li>  </li></ul><ul><li>Try to put things in place to ensure that advocate networks will exist to promote and continue to evolve your work once the project is complete. </li></ul><ul><li>Embed Outcomes in Institutional Systems and Processes </li></ul><ul><li>  </li></ul><ul><li>Look to see if there are existing institutional processes and/or systems that your work could be designed into. </li></ul>

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