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Emerging hybrid staff roles in the new e-learning environment

Keynote for ICA Network Educating the Net Generation in the Life Sciences, 21 June 2012, Free University of Bozen-Bolzano, Italy

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Emerging hybrid staff roles in the
  new e-learning environment




   Clive Young, E-Learning Environments
         University College London
An e-learning journey
Context: UCL - London‟s Global University

•   London‟s first university - established 1826
•   Very strong research focus
•   One of top 10 global universities
•   Traditional campus-based teaching
•   24,000 students (40% postgrads)
•   4000 academic and research staff
•   80+ departments
•   Multidisciplinary
•   e-Learning „strategic‟
Institutional Learning and Teaching Strategy
• “in the context of a global, information-driven society, e-learning and
  the use of online technologies is an essential component of the way in
  which students access and engage with the curriculum at UCL.
  Departments are strongly encouraged to consider the potential of
  technology to promote knowledge building and reflective, student-
  centred, creative and collaborative learning”. [Paragraph 86]

• “a fundamental commitment to working with and developing new
  technologies, methodologies and approaches to teaching and
  learning” [22]

• “be flexible, innovative and at the forefront of developments in the use
  of new technologies to support and enhance teaching and learning”
  [23].
What does „change‟ mean?




MIT 90s transformational model
http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf
Change is enabled by digital literacy

  digital literacy defines those capabilities
    which fit an individual for living, learning and
    working in a digital society
     –   ICT/computer literacy
     –   information literacy
     –   media literacy
     –   communication
     –   collaboration
     –   digital scholarship
     –   learning skills
     –   life planning
Ad

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Emerging hybrid staff roles in the new e-learning environment

  • 1. Emerging hybrid staff roles in the new e-learning environment Clive Young, E-Learning Environments University College London
  • 3. Context: UCL - London‟s Global University • London‟s first university - established 1826 • Very strong research focus • One of top 10 global universities • Traditional campus-based teaching • 24,000 students (40% postgrads) • 4000 academic and research staff • 80+ departments • Multidisciplinary • e-Learning „strategic‟
  • 4. Institutional Learning and Teaching Strategy • “in the context of a global, information-driven society, e-learning and the use of online technologies is an essential component of the way in which students access and engage with the curriculum at UCL. Departments are strongly encouraged to consider the potential of technology to promote knowledge building and reflective, student- centred, creative and collaborative learning”. [Paragraph 86] • “a fundamental commitment to working with and developing new technologies, methodologies and approaches to teaching and learning” [22] • “be flexible, innovative and at the forefront of developments in the use of new technologies to support and enhance teaching and learning” [23].
  • 5. What does „change‟ mean? MIT 90s transformational model http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf
  • 6. Change is enabled by digital literacy digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society – ICT/computer literacy – information literacy – media literacy – communication – collaboration – digital scholarship – learning skills – life planning
  • 7. Definitions and conceptions Digital Literacy – new ways of thinking Social awareness (understand your identity, collaborate, adapt communication to context/audience) Critical thinking (evaluating, contextualising – information literacy?) Knowledge of digital tools (hard/software awareness/competence – ICT http://www.jisc.ac.uk/whatwedo/program mes/elearning/developingdigitalliteracies/ literacy?) progmtgmay2012.aspx
  • 8. Two types of digital literacy • Professional/academic literacies and identities – specialist tools like SPSS, CAD/CAM, LaTex, GIS tools and academic tools – VLE, lecture capture – steep learning curve – literacies are usually well integrated into modules and „owned‟ by the department and/or the institution. • Personal/social literacies/identities – characterised by cloud-based web services such as blogs, Facebook, Twitter, LinkedIn, Flickr, YouTube – designed/promoted as „easy to use‟ – not usually integrated unless part of the academic subject itself (investigating digital technologies etc) and therefore not „owned‟ by anyone (…should they be?).
  • 9. The human side of change http://www.flickr.com/photos/wfryer/1342355056/
  • 10. Crossing the chasm http://www.flickr.com/photos/marketingfacts/4615037800/
  • 11. This is about digital literacy (and identity) • “The characteristics of late adopters are profoundly different from those of early adopters” (McKenzie 1999) • What works for pioneers does not work for the later groups. http://www.fno.org/sum99/reluctant.html
  • 12. UCL‟s „tipping point‟? 2010 Total Moodle campaign “The dog that didn‟t bark”
  • 13. Why did the dog not bark? 1. The unexpected guests (2009) 2. Moodle for Administrators (2009-12) 3. The Administrators Forum (2009-11) 4. Total Moodle (2011) Which led to 1. The Digital Department 2. Moodle 2 (2012)
  • 14. Aims of The Digital Department project • Professional profile and expertise of UCL teaching administrators (TAs) • Training programme • External accreditation via Semi funded by Aug 2011 to July 2013 Under their Digital Literacies programme
  • 15. Digital literacies and the learner experience Students - must become skilled at identifying and integrating learning opportunities to meet their personal needs. Academics - support Administrators - and feedback to students complex enrolments and seeking a range of timetables, new modes learning of study, courses outcomes, maintaining delivered in different contact and support settings. progression. Key: Enhancing student experience and meeting new expectations
  • 16. What do we want to do? 1. Review current processes and practices 2. What are future needs? 3. Build a knowledge wiki 4. Train and develop 5. Certify with ALT & AUA portfolios 6. Evaluate – do we enhance the student experience? 7. Adapt the model - for students, other staff and other institutions. http://www.flickr.com/photos/redux/4297873805/in/photostream/
  • 17. Reviewing current practices 200+ „teaching administrators at UCL Workshops, focus groups, surveys • What tools do you use? • What do you use most often? • What would you like to learn about? Identified both • Professional/academic literacies • Personal/social literacies
  • 18. Some of the tools UCL TAs use UCL admin and financial systems Communication and networking tools Portico – student information service Email – inefficient way of contacting students? Financial Information System (FIS) - financial data and Facebook– seen mainly as a communication tool management Phone Text messaging – no UCL service but a strong demand Timetabling/CMIS - room bookings and timetabling Messenger - text messaging Service in Partnership (SiP) – HR forms Skype – video conferencing Rome - online recruitment Linkedin – professional networking Web content management (silva) Blogs – UCLWordpress service Scanners – being piloted as attendance checks for Points- Twitter –how to use in HE? Based Immigration System (PBIS) YouTube – online videos UCL teaching and learning systems Productivity tools Moodle - e–learning environment MS Office – Word, Excel, PP, Acrobat Turnitin – plagiarism detection Dreamweaver – web page development Lecturecast – automated lecture recording Etherpad – collaborative note taking Opinio - web-based surveys Evernote – stores notes, photos My Portfolio – staff and student e-portfolio Google docs – share web documents Electronic Voting Systems (EVS) – audience response Google analytics – web usage 'clickers' UCL Dropbox – exchange large files Wiki – collaborative web pages Dropbox – web-based online storage Blackboard Collaborate – virtual classroom Marketing and events management Eventbrite – events management “It is almost impossible for busy academic Find a Masters – marketing staff to stay up to date” (SLiDA) Oxboffice – ticketing service Google Adwords – online advertising
  • 19. Top 10 systems used by UCL TAs 80 70 60 50 40 30 20 10 0
  • 20. What do TAs want to learn about? 35 30 25 20 15 10 5 0
  • 21. Wiki – shared knowledge
  • 23. 10% developing e-learning portfolios 1. Operational Issues and Technical Knowledge 2. Teaching, Learning and Assessment Processes 3. The Wider Context - Legislation 4. Communication & Working with Others 5. Specialist Topics • Portfolio Submissions - 20 July!
  • 24. Definitions and conceptions Its all really about identity
  • 25. Definitions and conceptions As our funders (JISC) note... 1. Digital literacy must concern personal practices and capabilities, and their development through personal experiences 2. Digital literacy must consider how those are situated in historical, social, cultural, organisational contexts 3. Digital literacy must recognise the materiality of digital technology and the specificity of its uses and effects In understanding how these three interact, we need to get beyond 'adoption' to practices and identities, motivations and meanings
  • 26. What‟s next for us - professional „behaviours‟
  • 27. What did I learn and how Commit and plan time to undertake How am I going What did I learn and how will I apply it? accreditation programme to approach will I apply it? it? Review of PDP and experience of accreditation Identify impact of new/enhanced skills, knowledge, programme behaviours on own efficiency and effectiveness DPA / FoI requests Servicing committees, groups and boards Identify new/enhanced skills, knowledge, and team/department performance behaviours Arranging Open Days Participating in departmental and wider committees and groups Reflection on impact of learning on own Student application processes Engaging with CPD Responding professional practice and on TA knowledge Managing assessment processes The actual to queries from base Producing and updating materials learning and publications prospective students Meeting service standards Providing advice and guidance to students Dealing with student complaints Actively seek feedback from All digital literacies and issues mentor, colleagues and Life planning Monitoring equal opportunities internal and external ICT literacy data and practice customers Working as part of wider Media literacy Monitoring Engage in development admin team Digital scholarship effectiveness activities with others Liaison with internal and and Provide feedback and external examiners Communication efficiency The actual learning peer support to Liaison with other units & collaboration other programme Liaison with employers Information participants Organising literacy conferences and events Communication & collaboration ICT literacy Developing new systems Identify on-the-job Digital Supporting activities to development How am I scholarship generate new revenue opportunities going to Advice and support to Life planning Embedding and extending Engage with unfamiliar approach it? colleagues using systems innovations development methods and tools Life planning Create development Co-ordinating student Learning opportunities induction programmes skills Line management of team Contributing to knowledge base/ ICT literacy TA Handbook Identify relevant prior Briefing colleagues learning Media literacy about new UCL policies/ Self assessment against Information literacy procedures professional behaviours Communication & Developing and implementing Identify development collaboration changes to systems, methods Developing and implementing processes and procedures Produce PDP new strategies, processes and Maintaining student/staff records Implementing changes to What do I need to procedures Producing statistical reports UCL policies and know? Using UCL systems eg PORTICO,VLE procedures Maintenance of resource libraries Reflection on own approach to digital literacy Budget management What do I need to Analysis of need for change Maintenance of departmental intranet/ know? Reflection on own reaction to change internet Timetabling Assess context of role within department, The June 2012 UCL, HE Maximise broad range of formal and actual v.4 Prioritise professional behaviours informal development resources learning
  • 28. Why is important to UCL? http://www.flickr.com/photos/stevecadman/246302724
  • 29. Definitions and conceptions Creating (recognising?) new / hybrid staff identities
  • 30. Network of „change agents‟ • Self- identified group • 200+ individuals across the whole campus • Community of practice • Close support for our academics • Support change e.g. Moodle 2 • Committed to improvement • Information source
  • 31. Identifying literacies needed for change Developing a support environment to help them develop
  • 32. Helping to bridge the chasm by support
  • 33. A driver for transformative change Digital literacies MIT 90s transformational model http://iltinfe.files.wordpress.com/2011/04/000897_managing_it-a_planning_tool_for_senior_managers.pdf
  • 34. Beyond UCL • Not really about „teaching administrators‟ • What digital literacies needed for strategic change? • Roles usually hybrid • May be academics / teaching assistants / postgraduate students etc • What training / support? • Link to academic / student literacy
  • 35. The project is making us think... How do we support these (better)? c.p.l.young@ucl.ac.uk

Editor's Notes

  1. History, restructuring FLS – different way of working particularly for TAs, TA = admin support for teaching, programmes, modules, students, so always strong link to students; new working across depts, admin tasks from academics, harmonisation, TAC 2010, successful, TAF, central divisions particularly LTSS and Registry, TAC2011, outcome: need support for induction, personal, professional development of TAs; working across; integration of systemsAftermath of TAC, Lorraine/Stefanie following up, talking to Clive in LTSS, narrative from their perspective – dog that didn’t barkJISC call to apply for funding to support digital literacies, with AUA involvement, successful, part-funding
  2. ICT/computer literacy: the ability to adopt and use digital devices, applications and services in pursuit of goals, especially scholarly and educational goals.Information Literacy: the ability to find, interpret, evaluate, manipulate, share and record informationMedia Literacy: the ability to critically read and creatively produce academic and professional communications in a range of media communication and collaboration: the ability to participate in digital networks of knowledge, scholarship, research and learning, and in working groups supported by digital forms of communication.digital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems learning skills: the ability to study and learn effectively in technology-rich environments life-planning: the ability to make informed decisions and achieve long-term goals, supported by digital tools and media,
  3. Investigate and benchmark
  4. Central: to support and enhance teaching and learning experienceMore varied student communities, different teaching and learning options, new technology...so need to be more flexible and focusedEnormous range of tools used by TAs, but probably also by other support staff – take a few minutes to think about the tools you use for your work, list the ones you can think of and talk to your neighbour to compare notesHeadings may help you
  5. TA workshop – list of common tools; how compare with your list, any tools you use that are not on here? How many tools do you use?Developments in technology make jobs complexIncreasing demands also from another source – student experience and importance of student feedback; student unions and NUS also becoming more focused on student experience – NUS develop charters, focal points for local actions