Technology Enhanced Learning (TEL) toolkits are frequently used in organisations to collate tools to support teaching and learning. This presentation explores the additional benefits that can accrue and gives details of qualitative and quantitative surveys into the benefits. ALT Conference, September 2017

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Developing staff further:
The additional benefits
of a TEL Toolkit
Marketa Zezulkova, Debbie Holley and David Biggins September 2017

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Introduction
Debbie Holley
Head of CEL and
Professor of learning
Innovation
David Biggins
Academic Learning
Designer
Marketa Zezulkova
Lecturer and Post-Doc
Researcher
Bournemouth UniversityCharles University in Prague

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Content
• Introduction
• Theoretical framework
• Research focus and methodology
• Questionnaire findings
• Case study findings
• Workshops parts 1 & 2
• Next steps

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Workshop part 1
• Does your organisation offer digital tools?
• Please go to menti.com and enter 43 96 14

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Theoretical framework
Digital Competence and Capability
Frameworks in Higher Education:
Importance of Life-long Learning,
Self-Development and Well-being
EAI Endorsed Transactions on e-
Learning, 17(13): e1, 1-7.
life-long learning

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Digital Competence and Capability Frameworks
To be aware of digital technologies for social
wellbeing and social inclusion.
Protecting health and well-being
Identifying digital competence gaps
To understand where one’s own digital competence
needs to be improved or updated. To be able to support
others with their digital competence development. To
seek opportunities for self-development and to keep
up-to-date with the digital evolution
Part of more complex
lifelong learning
strategy
literacy

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Research focus
Following our work exploring digital competence
frameworks for the EU and UK, we were interested in
a) How this may be operationalised in UK HEIs
b) How academics were being supported/ developed/ in external
‘push’ to deliver ‘tech savvy’ graduates
c) To develop a framework for institutions to benchmark their work
against (an ambitiously named ‘ontology of digital toolkits!) as part
of possible institutional TEF cases to support excellence
(Biggins, Holley, Zezulkova 2016, 2017)

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Methodology
• Multi-strategy approach (Bryman 2004), also called mixed methods
(Creswell et al. 2003), mixed methodology (Tashakkori & Teddlie 1998), or
multi-methods (Brannen 1992) research
• Integration of quantitative and qualitative research can lead to exceptionally
rigorous research with multiple dissemination and impact opportunities
(Creswell et al. 2003)
• Purpose of integration has been exploration (Creswell et al. 2003)
• Data collected sequentially (Morgan 1998), with a quantitative phase
followed by a qualitative phase
• Three data strands: survey, case studies, interviews

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Survey responses
• Initial data collection
• Online survey
• Distributed to
networks eg NTFs
• 31 responses

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Digital tools 37% TEL toolkits
‘becoming the
new ‘norm’ ?

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TEL training We spend more time
training academics
than students
66%/33%

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TEL monitoring
We ‘rarely’
monitor
academic staff
expertise
in TEL (63%)

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TEL monitoring Mixed messages –
no clear reason for
monitoring
across sector

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Case studies
small teacher education
based institution
established 1841, university
status since 2006
religious foundation
around 100 degree course
options are available to
students from foundation to
post-graduate levels
medium-sized
established in 1992
20 departments in 4
faculties
University of the Year in
2009
world reputation for
studies
large Russell Group
university
established in 1897, red brick
university
40 departments in five
faculties
excelling in research
1 2 3

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Case study 1
‘meaningfully incorporate technology into the
learning, teaching and assessment’
‘enhance the student learning experience’
‘enable effective e-pedagogy’
‘inclusive use of technology’
UK Professional Standards Framework
Jisc digital capability framework
Mayes & Fowler’s Conceptualisation Cycle
Laurillard’s Conversational Framework
Salmon’s Five Stage Model
Specialised team – ‘enthusiasm’
TEL online toolkit
TEL blog
Open Badges
SEDA awards
FHEA recognition
Staff development trainings
TEL handbook
3 E framework (enhance, extend, empower)
3 Principles: Provide Multiple Means of
Representation, Expression, and Engagement
Practice Strategic approach
Applied frameworks Rhetoric

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Case study 2
Practice Strategic approach
Applied frameworks Rhetoric
Jisc digital capability framework
UK Professional Standards Framework
Laurillard’s Conversational Framework
Central team
Online TEL toolkit
Social media – blogs, Twitter, intranet
Competitions and awards
Self-assessment survey
Progression and HEA recognition
Communities of practice
Linked to corporate strategy
TEL Toolkit
Pedagogic focus (blended learning;
feedback/feed forward; flipped classroom;
assessment; collaboration and co-creation;
engagement
‘Enhance the student experience’
‘Use of TEL not for TEL’s sake’
‘Love the toolkit!’
‘All campus-based systems need to integrate’
‘[HEI] offers a great variety of up to date
technology and the opportunity for staff and
students to learn with it and get involved’

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Case study 3
Specialised team
TEL online toolkit/hub
Video case studies of TEL best practices
Own TEL events
Open Badges
Staff development trainings
Now part of strategic plan and learning and
teaching strategy
Before separate e-learning strategy
Guidance for academics
JISC Learning & Teaching Practice
Programmes, JISC Effective Assessment in
a Digital Age, to JISC Effective Practice in a
Digital Age, Higher Education Academy,
HEFCE Strategy for E-learning, DigiDol
Developing Digital Literacy, and QAA Quality
Code
‘meeting student expectations’
‘student experience’
‘the best possible learning experience’
‘enhance every aspect of the student journey’
‘enhance traditional teaching’
Practice Strategic approach
Applied frameworks Rhetoric

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Initial findings
YES YES
YES
NO
NO
NO
TEL as practical rather
than liberal education
Educators as providers,
rather than main users
Students as receivers and users,
rather than active participants

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Workshop part 2
• What are the additional benefits of a TEL
Toolkit?
• Please add the benefits at menti.com using
43 96 14

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Workshop part 3
• How can these benefits be developed? What
are the positives and negatives? What is the
priority?
• Please comment at menti.com using the same
code 43 96 14

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Next steps
• We are continuing to
research toolkits
• Work with us on this
research?

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References
Beggins, D., E., Holley, D., & Zezulkova M., 2017. Digital Competence and Capability Frameworks in Higher Education:
Importance of Life-long Learning, Self-Development and Well-being. EAI Endorsed Transactions on e-Learning, 17(13):
e1, 1-7
Biggins D., Holley D., Evangelinos G., & Zezulkova M., 2017. Digital Competence and Capability Frameworks in the
Context ofLearning, Self-Development and HE Pedagogy. In: Vincenti G., Bucciero A., Helfert M., Glowatz M. (eds) E-
Learning, E-Education, and Online Training. Lecture Notes of the Institute for Computer Sciences, Social Informatics
and Telecommunications Engineering, vol 180. Springer, Cham, pp. 46-53.
Bryman, A., 2006. Integrating quantitative and qualitative research: how is it done. Qualitative Research, 6(1), 97–113.
Creswell, J.W., Plano Clark, V.L., Gutman, M.L., and Handson, W.E., 2003. Advanced Mixed Methods Research
Designs, In A. Tashakkori and C. Teddlie, eds., Handbook of Mixed Methods in Social and Behavioral Research. T.O.:
Sage.
Hutchings, M. and Quinney, A., 2015. The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and
Wicked Problems: Responding to" The Bomb in the Basement". Electronic Journal of e-Learning, 13(2), pp.106-119.
Morgan, D.L., 1998. Practical Strategies for Combining Qualitative and Quantitative Methods: Applications for Health
Research. Qualitative Health Research, 8, 362–76.
Tashakkori, A. and Teddlie, C., 2003. Handbook of Mixed Methods in Social and Behavioral Research. T.O.: Sage.

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TEL Toolkit
The TEL Toolkit is an online, easy-to-use and
stimulating resource that can provide you
with knowledge and skills to innovate in your
teaching
Promotional video
Video walk-through for the
toolkit explaining its
structure and component
parts. Ideal for BU academic
staff as an introduction.