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How does technology-enhanced learning contribute to teaching excellence?

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Speakers:

Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.

In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.

We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.

Published in: Education
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How does technology-enhanced learning contribute to teaching excellence?

  1. 1. How does technology-enhanced learning contribute to teaching excellence?
  2. 2. > >Slide How does technology-enhanced learning contribute to teaching excellence? Sarah Davies, Head of higher eduaction and student experience, Jisc 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?2
  3. 3. How do staff engage with institutional infrastructure designed to promote excellent teaching with learning technologies? Professor Rhona Sharpe Oxford Brookes University Digifest March 2017@rjsharpe elesig.net
  4. 4. My interests #LERMOOC53 ways to support online learning Developing digital leaders
  5. 5. Finding out what learners actually do . . .
  6. 6. . . . means understanding the context in which learning takes place
  7. 7. ‘Literacy’ implies socially and culturally situated practices, often highly dependent on the context in which they are carried out. (Beetham & Oliver, 2010) Developing digital literacies
  8. 8. unconnected vulnerable access-led assessment of skills is ongoing mainstream pragmatists Tutor / pedagogy /institution-led Technology used to develop criticality, self-management intensive and specialist enthusiasts Learner-led Technology-led Social digital literacy practices are valued and new practices made explicit Learners who are Experience the digital environment as: Best supported where: https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key- outputs/ The Learner and their Context, Becta Chris Davies and Rebecca Eynon FE Digital Student Study
  9. 9. unconnected vulnerable access-led assessment of skills is ongoing mainstream pragmatists Tutor / pedagogy /institution-led Technology used to develop criticality, self-management intensive and specialist enthusiasts Learner-led Technology-led Social digital literacy practices are valued and new practices made explicit Learners who are Experience the digital environment Best supported FE Digital Student Study https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key- outputs/
  10. 10. Conceptions of individual teaching excellence “being dynamically engaged in teaching practice and inspiring and practically scaffolding the potential dynamic engagement of one’s student” Gunn & Fisk (2013) p.23
  11. 11. Relationships between digital capability and teaching excellence Austen et al (2016) “Digital capability can promote teaching excellence by avoiding technological determinism while putting pedagogy first.” “… resisting the notion that technology is the principal motivation for change rests with both teacher and institution.”
  12. 12. What strategies can educational leaders use to facilitate the development of digitally capable excellent teachers? Which: Recognise the role of context in shaping digital practices Convince colleagues of the pedagogic value of TEL and support them to develop new pedagogies Build confidence in using technology Encourage exploration and experimentation Scaffold dynamic engagement with CPD and learners
  13. 13. Some ideas from Oxford Brookes 1. Defining and developing digital literacy through the curriculum. 2. Technology enhanced CPD 3. Course Design Intensives 4. Digital Choices Matrix Neil Currant George Roberts Mark Childs Richard Francis
  14. 14. A. Plan for the inclusion of ICT resources within the teaching of classes of primary-aged children B. Application of IT skills within a technical or commercial environment, particularly CAD systems and data transfer between such systems. C. Gather, organise and deploy a variety of digital sources pertaining to the subject. D. Present to an audience using appropriate media. Evaluation Part 1 Staff Engagement Defining digital literacy within the disciplines With your neighbour, can you identify the disciplines?
  15. 15. A. Primary Teacher Education B. Computer aided Mechanical Engineering C. International Relations D. Philosophy Evaluation Part 1 Staff Engagement Defining digital literacy within the disciplines
  16. 16. Developing the digital practitioner Liz Bennett, University of Huddersfield Bennett (2014) based on Sharpe & Beetham (2010) and Ecclesfield, Rebbeck, & Garnett (2012) Experimentation and appropriation - Confident - Prepared to take risks - Willing to explore Belief in the pedagogic value of TEL - Convinced by the potential of technology to transform learning
  17. 17. 1. How much has your coursework emphasised the following mental activities? 2. How often have you done each of the following? 3. How much has your experience at this institution contributed to your knowledge, skills and personal development in these areas? Engagement questions
  18. 18. Developing digital literacy (Student Engagement) 0 10 20 30 40 50 60 70 Critically evaluating digital sources of information Used technology to collaborate with others or engage with online communities Used technology to reflect on and record your learning? ] Using technology in innovative or creative ways 2014 2016
  19. 19. Graduate Attributes as a measure of learning gain Learning gain in Active Citizenship Strategic Excellence project ABC Learning Gains project with OU and Surrey abclearninggains.com/openbrookes.net/cci/
  20. 20. Online, blended, open, flipped CPD “For me, the experience has shown what collaborative learning is really about because I have experienced it properly for myself for the first time.” "I enjoyed participating on this course and being part of the internationalising of a curriculum as it happened - by this I mean I experienced what many of our international students do through enrolling in an online course.”
  21. 21. Course Design Intensives Working in extended teams Visualising the learner journey Challenging designs through peer review
  22. 22. Characteristics of Course Design Intensives Evidence based design principles Chickering & Gamson REAP Assessment Principles Salmon's FIve Steps Laurillard Conversational Framework Community of inquiry Transformative Blended learning Graduate Attributes Curriculum reform Assessment Compact Team based Professional services Students Teaching Fellows Module leaders and teachers Outcome focused Storyboards Syllabus Assessment designs Online course site Engaging Tools Toolkits Card sorts Iterative pre-meeting eventfollow-up Shared critical friends peer review Evaluated
  23. 23. Digital Choices
  24. 24. What next at Brookes? 1. Doing the basics better: essential digital capabilities for a range of roles. 2. Transformative goals: inclusivity, employability 3. Dynamic engagement with students e.g. devising expectations for VLE use.
  25. 25. Resources 53 Interesting Ways to Support Online Learning available to order from https://www.brookes.ac.uk/OCSLD/Publications/ Learner Experience Research MOOC (#LERMOOC) Feb – April 2017 at http://platform.europeanmoocs.eu b ABC Learning Gains project https://abclearninggains.com Jisc FE Digital Student projecthttps://digitalstudent.jiscinvolve.org/wp/fe- and-skills-digital-student-study/ Developing Leaders for a Digital Age www.moodle.openbrookes.net Graduate Attributes in Action. https://wiki.brookes.ac.uk/display/GAA/Home
  26. 26. References Austen, L., Parkin, H.J., Jones-Devitt, S., McDonald, K. & Irwin B. (2016) Digital Capability and Teaching Excellence. QAA Subscriber Research Series 2016-17. Beetham, H. & Oliver, M. (2010) The changing practices of knowledge and learning, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York. Bennett, L. (2014) Learning from the early adopter: developing the digital practitioner, Research in Learning Technology, 22: 21453 Davies C. & Eynon, R. (2010) The learner and their context. Final Report for Becta. University of Oxford. Ecclesfield, N., Rebbeck, G. & Garnett, F. (2012) ‘The case of the curious and the confident the untold story of changing teacher attitudes to e-learning and ‘‘technology in action’’ in the FE sector’, Compass: The Journal of Learning and Teaching at the University of Greenwich, no. 5, pp. 45 56. Gunn, V. & Fisk A. (2013) Considering teaching excellence in higher education 2007-2013. The Higher Education Academy Research Series. Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York. Available to download from http://bit.ly/1RhiRNP
  27. 27. Learner Experience Research MOOC started 27 February 2017, #LERMOOC platform.europeanmoocs.eu
  28. 28. > >Slide How does technology-enhanced learning contribute to teaching excellence? Paul Bartholomew, Pro vice-chancellor student experience, Ulster University 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?28
  29. 29. How does technology-enhanced learning contribute to teaching excellence? Paul Bartholomew PVC Education Ulster University
  30. 30. How does technology-enhanced learning contribute to teaching excellence? It doesn’t.
  31. 31. How does technology-enhanced learning contribute to teaching excellence? Thank you
  32. 32. > >SlideSlide I think it’s important that I acknowledge that… >Technology doesn’t enhance learning. > People do. > All enhancement activity in Higher Education requires the deployment of human labour. 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?32
  33. 33. > >SlideSlide I think it’s important that I acknowledge that… > Having a strategy isn’t enough. > Having an action plan isn’t enough. > Having a new institutional system isn’t enough. >Having staff capability isn’t enough. 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?33
  34. 34. > >SlideSlide In this book: Chapter: Where’s the humanity? Challenging the policy discourse of ‘technology enhanced learning’ “Policy language surrounding technology enhanced learning embodies a simple economic calculation: in exchange for the use of technology there will be enhanced forms of learning.” From critical discourse analysis of 2.5 million words ofTEL strategy text (Dr Sarah Hayes – Aston University) 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?34
  35. 35. > >SlideSlide • ConceivingTEL as a commissioned product leads to institutional technical capacity but under-utilisation • Conceiving TEL as a social process is a precursor to enhancing learning And we need policy that reflects that 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?35
  36. 36. > >SlideSlide Now that I’ve got that out of the way… How does technology-enhanced learning contribute to teaching excellence? 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?36
  37. 37. > >SlideSlide Teaching Excellence These are not unreasonable things to want to enhance 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?37
  38. 38. > >SlideSlide Teaching Excellence I’ve cherry-picked a few 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?38
  39. 39. > >SlideSlide Student Engagement “Teaching provides effective stimulation, challenge and contact time that encourages students to engage and actively commit to their studies” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?39
  40. 40. > >SlideSlide Student Engagement Virtual labs Simulated environments Ge0location technologies Augmented reality Flipped classroom Robotics and drones Classroom clickers CSCL 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?40
  41. 41. > >SlideSlide Rigour and Stretch “Course design, development, standards and assessment are effective in stretching students to develop independence, knowledge, understanding and skills that reflect their full potential” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?41
  42. 42. > >SlideSlide Rigour and Stretch Adaptive VLEs Flipped Classroom Simulation Online resources CSCL Peer assessment Learner analytics e-Portfolio 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?42
  43. 43. > >SlideSlide Feedback “Assessment and feedback are used effectively in supporting students’ development, progression and attainment” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?43
  44. 44. > >SlideSlide Feedback Audio Video Digital annotation Authentic assessment (simulation) Peer assessment Learner analytics e-submission Computer aided assessment e-Portfolio 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?44
  45. 45. > >SlideSlide Resources “Physical and digital resources are used effectively to aid students’ learning and the development of independent study and research skills” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?45
  46. 46. > >SlideSlide Resources e-Books Simulation Virtual worlds Laptop loans Classroom technologies Mobile devices Accessibility throughout Specialist software provision 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?46
  47. 47. > >SlideSlide Personalised learning “Students’ academic experiences are tailored to the individual, maximising rates of retention, attainment and progression” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?47
  48. 48. > >SlideSlide Personalised learning Adaptive VLE Flipped classroom Learner analytics e-Portfolios Flexible options Lecture capture Accessibility throughout Negotiated assessments (e.g. video) 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?48
  49. 49. > >SlideSlide Employability/ transferable skills “Students acquire knowledge, skills and attributes that are valued by employers and that enhance their personal and/or professional lives” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?49
  50. 50. > >SlideSlide Employability/ transferable skills Virtual worlds e-Portfolios Simulated interviewing Simulation Digital literacy Digital badges 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?50
  51. 51. > >SlideSlide Positive outcomes for all “Positive outcomes are achieved by its students from all backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes” 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?51
  52. 52. > >SlideSlide Positive outcomes for all Laptop loans Accessibility throughout Flipped classroom Negotiated assessments Lecture capture Learner analytics 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?52
  53. 53. > >SlideSlide Accessibility throughout Flipped classroom Negotiated assessments Learner analytics Virtual worlds e-Portfolios Simulation Peer assessment • Individual cases are not good enough • There is a need to move from innovation to mainstream • That requires evidence of effectiveness • How is the evaluation literacy of our staff? 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?53
  54. 54. > >SlideSlide At an institutional level, the job is to: > Nurture an environment that supports and rewards innovation > Nurture an environment that is critical, evidence-seeking and evidence creating > Recognise the need to deploy human labour > Develop institutional resilience through policy 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?54
  55. 55. > >SlideSlide However… > I do believe that institutional capacity to enhance learning cascades from individuals’ capabilities > I think innovation as a practice can be taught > I think that sort of staff development is worth investing in > It’s not just about digital capabilities, it’s about ‘change literacy’ 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?55
  56. 56. > >SlideSlide Thank you Questions? 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?56
  57. 57. > >Slide jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND > > Sarah Davies, head of higher eduaction and student experience, Jisc Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University Contacts 14/03/2017 How does technology-enhanced learning contribute to teaching excellence?57Slide

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