Removing tel barriers
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This document summarizes a presentation on removing barriers to the adoption of technology-enabled learning (TEL) in higher education institutions. The project aims to break down barriers between academics and TEL, enhance institutional TEL policies, and address both individual and institutional challenges. It identifies key barriers such as cost, time constraints, issues with technology tools, and attitudes towards online learning. It also discusses enablers like institutional support and professional development. The presentation encourages academics to reflect on incorporating more TEL in their teaching and to participate in the ongoing discussion.
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Removing tel barriers
- 1. Removing TEL Barriers Supporting adoption of technology-enabled learning for institutions and individuals Ann Thanaraj - University of Cumbria Steve Williams - Newcastle University BETT – London – 22 January 2014
- 2. Guiding thought • I acknowledge and understand the issues in using technology to facilitate learning. • I have some ideas about how to address these issues. • I am inspired to do something about it!
- 3. “Every one of our students does e-Learning” Context
- 4. Our project - aims • Our work aims to: – Break down barriers between academics and Technology- Enhanced Learning (TEL) – it’s not a bolt-on! – Enhance institutional policies on using TEL • Focus on institutional as well as individual barriers – Today is more about individuals
- 5. Our project - method • Consult academic leaders, academics, students, service providers • Review existing literature • Blog • Focus Groups • Present Conclusions in Summer 2014 • Your role in enriching this work
- 6. Barriers Cost • At an institutional level Time • I haven’t got time • I don’t know who is doing what Technology • The software tools I can access aren’t good enough to develop quality content • I’ve just got used to the old version of the software, and now you’ve damn well changed it all! • I want to use product X but the IT department say to use product Y
- 7. Barriers Attitude • There’s no way that (my subject) can be taught online • Online assessment won’t work – we need discussion each time • I need to see it in their faces • I need to know my students • Students may SAY they want blended learning, but the benefits are not clear to me • I am a research professor. I’m not interested in online learning • I am interested, but my tech skills are low
- 8. Enablers • Having a personal interest • Supportive and embedded institutional drive and culture • Properly resourced development programme • Trusted, reliable underpinning IT • Knowing whom to go to, to resolve problems • Openness to learn from peers • Student voice, including personalisation, backed up by… • … convincing data • Enhance reputation
- 9. The underpinning pedagogy • Is there a risk of assuming that technology enhances learning, without really knowing whether it does or understanding how and why? • It’s not about the technology, but about using it to facilitate high-quality learning and excellent student experience. • Effective use of TEL will differ between disciplines. • Purposes of TEL in HE. • Rationale of TEL. – Collaborative learning – Personalised learning – Active/experiential learning
- 10. Next steps • Participate in the workshop! • Reflect on your practice – Can I do more, for my students’ benefit? – Can I influence others? • Share this material with your colleagues • Contribute to our blog – share your thinking! blogs.ncl.ac.uk/removingtelbarriers