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ILTA EdTech22: Evolving ecologies in digital education - A perspective from Scotland

Presentation at The Irish Learning Technology Association's annual conference. UCC, Cork.

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Evolving ecologies in digital education –
A perspective from Scotland
@louisedrumm
The Digital Support Partnership (June 2020-Aug 2021):
 Support staff in online
teaching
 Build on existing knowledge
and practice
 Evidence-informed
 Create partnership &
collaboration across
university departments
 Build a collegial community
Digital Support Partnership
Research Project
Overarching aim: to
investigate staff and
students’ experiences
of learning and
teaching during Covid-
19
Identified gap: changes
in staff’s conceptions of
learning and teaching
Positive
Neutral
Negative
End of Tri 2
March
2020
Reflections
on Module
outcome
First online
tutorial Tri 1
Reflection
on Honours
projects Tri 2
Departmental
context
Institutional context
HE sector
Society and culture
Digital lives
Wider context of Covid-19
Covid-19 HE guidance
Other institutions
Departmental culture
Colleagues
Students
DSP support/
Uni directives
Subject/
Discipline
context
Professional
context
Interdisciplinary & interdepartmental interactions
Institutional directives influenced practice
Agency at the departmental level allowed
experimental practice. Some developed a strong
culture of sharing practice, long-term changes
possible.
Beliefs about teaching/learning in discipline
affected feelings, decisions, and evidence-
gathering
Confidence increased as tech skills improved and staff
reflected on and evaluated their digital practice
Student experience and engagement fed into staff
reflection and evaluation of their digital practice.
Adapted by Zike and
Drumm from:
Shelton (2018, p 292)
Self-efficacy
Skills increasing over
period
Self
An ecological
model for
teaching online
during COVID-19
Challenges ahead
1. Agents of change were de-centred, distributed and non-hierarchical
2. Agile evaluation and rapid change – through action research
3. Staff peer-to-peer conversation was locus of transformative thinking
4. Digital education scholarship was empowering (fed in from MSc)
Findings

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ILTA EdTech22: Evolving ecologies in digital education - A perspective from Scotland

  • 1. Evolving ecologies in digital education – A perspective from Scotland @louisedrumm
  • 2. The Digital Support Partnership (June 2020-Aug 2021):  Support staff in online teaching  Build on existing knowledge and practice  Evidence-informed  Create partnership & collaboration across university departments  Build a collegial community
  • 3. Digital Support Partnership Research Project Overarching aim: to investigate staff and students’ experiences of learning and teaching during Covid- 19 Identified gap: changes in staff’s conceptions of learning and teaching
  • 4. Positive Neutral Negative End of Tri 2 March 2020 Reflections on Module outcome First online tutorial Tri 1 Reflection on Honours projects Tri 2
  • 5. Departmental context Institutional context HE sector Society and culture Digital lives Wider context of Covid-19 Covid-19 HE guidance Other institutions Departmental culture Colleagues Students DSP support/ Uni directives Subject/ Discipline context Professional context Interdisciplinary & interdepartmental interactions Institutional directives influenced practice Agency at the departmental level allowed experimental practice. Some developed a strong culture of sharing practice, long-term changes possible. Beliefs about teaching/learning in discipline affected feelings, decisions, and evidence- gathering Confidence increased as tech skills improved and staff reflected on and evaluated their digital practice Student experience and engagement fed into staff reflection and evaluation of their digital practice. Adapted by Zike and Drumm from: Shelton (2018, p 292) Self-efficacy Skills increasing over period Self An ecological model for teaching online during COVID-19
  • 6. Challenges ahead 1. Agents of change were de-centred, distributed and non-hierarchical 2. Agile evaluation and rapid change – through action research 3. Staff peer-to-peer conversation was locus of transformative thinking 4. Digital education scholarship was empowering (fed in from MSc) Findings
  • 7. Sustainable Digital Education Ecosystems?  Integration of new skills, networks and understandings into existing systems – but somewhat invisible  A ‘pendulum swing’ back to on-campus – cycles of ‘swings’ until a rebalancing  Hybrid – a ‘new species’ of learning and teaching – remains ill- defined  Risk of rapid modifications not given space to evolve into effective widespread practices  Need to reflect back and champion what was done, through an evidence-based lens
  • 8. PgCert/PgDip/MSc in Blended and Online Education @louisedrumm • Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: A practice learning tool for students and practitioners. Practice, 19(1), 47-60. • Richards, K. A. R., & Hemphill, M. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225-231. • Shelton, C. (2018). An ecological model for university faculty members’ thinking about technology. Journal of Computing in Higher Education, 30(2), 279-297. • Wall, K. (2017). Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples. International Journal of Inclusive Education, 21(3), 316-331. References l.drumm@napier.ac.uk

Editor's Notes

  1. https://staff.napier.ac.uk/services/dlte/DSP/Pages/DSP_12principles.aspx
  2. https://www.napier.ac.uk/courses/msc-pgdip--pgcert-blended-and-online-education-postgraduate-distance-learning