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Pears and Davis

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Promoting teaching excellence through the development of digital capabilities: can it be done?

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Pears and Davis

  1. 1. Promoting teaching excellence through the development of digital capabilities: can it be done? Charlie Davis and Sue Pears
  2. 2. Something of a dilemma!?
  3. 3. The QAA asked the question “How can digital capability promote teaching excellence?” QAA, (2016). Subscriber Research Series 2016-17: Digital Capability and Teaching Excellence Overarching principles: 1. Start with pedagogy every time, 2. Recognise that context is key, 3. Create a digital capability threshold for institutions, 4. Use communities of practice and peer support to share good practice, 5. Introduce a robust and owned change management strategy, 6. Develop a compelling evidence-informed rationale.
  4. 4. QAA, (2016). Subscriber Research Series 2016-17: Digital Capability and Teaching Excellence 6. Develop a compelling evidence-informed rationale.
  5. 5. What do you understand by the term… Digital Capability
  6. 6. JISC defines Digital Capability as… “the capabilities which fit someone for living, learning and working in a digital society” JISC, (2014) Developing digital literacies [online] Available at https://www.jisc.ac.uk/guides/developing-students-digital-literacy [Accessed 26 January 2017].
  7. 7. What do you understand by the term… Teaching Excellence
  8. 8. The QAA defines Teaching Excellence as… “Evidence of enhancing and transforming the student learning experience” Derived from the Higher Education Academy (HEA) (2015) National Teaching Fellowship Scheme (NTFS) resources
  9. 9. We define Action-Orientated Inquiry as… “participative communities of inquiry in which qualities of engagement, curiosity and question posing are brought to bear on significant practical issues.” Reason, P & Bradbury H. eds., (2008). The Sage Handbook of Action Research: Participative Inquiry and Practice. 2nd ed. London: Sage.
  10. 10. Action-Orientated Inquiry Process Power, R., (2005). Action research: a guide for associate lecturers. Milton Keynes: Open University. [online] Available at http://www.open.ac.uk/cobe/docs/AR-Guide-final.pdf [Accessed 25 April 2017]. Plan Act Observe Reflect Plan Act Observe Reflect Initial question Further question
  11. 11. Plan • Inquiry Focus • Questions • How can I change…? • How can I develop…? • How can I build on…? Act(ion) • What are you going to do? Observe • Data generation • Methods • Analysis Reflect • What will you do with the data?
  12. 12. Plan • Assessment • How can I develop non- traditional assessment formats? • The instruction is wholly online • The exam is on paper Act(ion) Observe Reflect Here’s a fictitious example…
  13. 13. Plan Act(ion) • Create online quizzes • Rollout formatively • Self-assessment Observe Reflect Here’s a fictitious example…
  14. 14. Plan Act(ion) Observe • Test scores • Focus groups • Interviews • NSS Reflect Here’s a fictitious example…
  15. 15. Plan Act(ion) Observe Reflect • What went well? • What could be better? Here’s a fictitious example… Design dialogue
  16. 16. Task You’ve been asked to identify ways that support/enhance/develop student personal tutoring experiences through the development of staff digital capabilities. Identify: 1. Inquiry focus and question(s) 2. An action 3. How you will generate data from which to make claims 4. How you will analyse the data to make claims 5. How you will use evaluation findings: • to inform staff development initiatives, • to identify the promotion of digitally capable teaching excellence, and • to identify any barriers to the promotion of digitally capable teaching excellence
  17. 17. Image Credit: OpenClipart-Vectors (CC0)
  18. 18. What now?
  19. 19. What now? •Collaboration document - http://bit.ly/2pgAVq0 •References - http://bit.ly/2q2nCqm

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