The document discusses self-evaluative practices designed to enhance e-pedagogy, highlighting the importance of educators reflecting on and evaluating their technology-enhanced learning (TEL) innovations. It introduces the SEPT4TEL framework to guide these self-evaluative processes, emphasizing the need for continuous assessment and responsiveness to improve student learning experiences. By engaging in self-evaluation, educators can increase their effectiveness and potentially drive wider changes in teaching practices.

1. Self-evaluative practices to
enhance e-pedagogy
Claire Raistrick
University of Warwick
April 2014
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Raistrick, C (2014) Self-evaluative practices to enhance e-pedagogy. IN: Bayne, S, Jones, C, De Laat,
M, Ryberg, T & Sinclair, C. Proceedings of the Ninth International Conference on Networked Learning
2014. John McIntyre Conference Centre, University of Edinburgh. 245-252.
Link to paper: http://networkedlearningconference.org.uk/abstracts/raistrick.htm

2. “the capacity of technology to satisfy real
learning which bolsters the student experience”
(Raistrick 2014:245)
E-pedagogy:
HOW
Research
practice
Enhance
learning
Transformational
change
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
?

3. What do we know?
TEL innovations +++
Share practice +++
Evaluation +++
• Judgements
– Worth
– What works
What do self-evaluative
practices actually look
like when educators make a
TEL innovation?
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

4. Self-evaluative practice
• Evaluations to inform the professional
practice of solitary practitioners (or groups)
• The development of new knowledge “as
people engage in a process of reflection
related to real problems and issues in their
own context”
(Saunders, 2011:14)
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

5. Research strategy
• Context:
– Educators (x7)
– Postgraduate award
– Make & evaluate
• e-learning innovation
• Co-construction:
– Dialogical conversation
(Knight & Saunders, 1999)
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

6. SEPT4TEL Framework
(Self-evaluative practices typologies for technology enhanced learning)
Reasons & purposes
Uses
Focus
Data & evidence
Audience
Timing
Agency
25Guidingprinciples
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
RUFDATA: An established evaluation tool (Saunders, 2000)

7. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
“try out a new e-learning
innovation … get more
active research wise”
prevent learners’ “struggling”, to show
them “gaining” from the innovation
“how [does the innovation contribute] to the
learning [is it] worth getting to work properly”
“the meaningfulness of the learning
… how useful is it … does it have an
impact … that’s the evaluation”
Reasons & purposes: To benefit student learning
"[a person] says
something [and that]
will make you think”
“trying to adapt … so that
[changes are] useful”

8. •Establish worth
•Improve pedagogy via
evaluative acts
•Sustain evaluative
creep
•Achieve CPD
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Reasons & purposes: To benefit student learning

9. “more confident” because
the innovation “ran
smoother, probably
[because I] took out parts
that definitely didn’t work.”
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
“use it as it is until … then
do an overall evaluation”
“to be improved next time”
“I’m going to ensure that I
communicate more effectively … my
excitement … might have put them off”
Uses: To inform change processes
“telling and showing
something that works”

10. •Reveal new knowledge: 3 stages
•Gain clarity re changes
•Enable responsiveness:
•Increasing confidence &
competence
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Uses: To inform change processes

11. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
“students are fully informed … when [X
occurs] that’s not a shock … real success
[will be] I don’t actually do [name of task]
… I would be overjoyed with that”
“that students have
done it [i.e. used the
TEL innovation]”
“because we can’t get the [TEL
innovation work] done” ... want it
“to look reasonably professional
before [others see it]”
Focus: The effects of the TEL innovation

12. •Effect(s) at different stages
•Work out what interests you
•Identify convincing forms of data:
•Metadata
•Stakeholder feedback
•Changes/improvement/activity
•Indicators of success
•Problematic gaps
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Focus: The effects of the TEL innovation

13. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
“reflective chat
[to oneself]"
Data & evidence: Accessible, straightforward, manageable
“asking more
questions”“what [learners] liked”
“I made notes afterwards”
“the only way you can make the [TEL
innovation] a success is continuously
monitoring what’s going on, if
something’s not quite right changing it”
“wobble between …
hardly got any data
… other extreme …
got loads of data”

14. •Recognise, capture, analyse: Use
to inform decision-making:
•Physical & non-physical forms
•Feedback: diverse sources, including
reflexively
•Recognise potency of multiple
knowledge resources
•Prioritise knowledge with practical
potential:
•Influence change processes
•Attribute worth
•Be tenacious, alert, dedicated
•Sufficient for its current purpose –
no more
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Data & evidence: Accessible, straightforward, manageable

15. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Audience: Learners, close colleagues & others in/beyond institution
“responses from
[colleagues] … to the
findings” ... ... ...
“obviously interested”
“one or two comments towards
the end [of the course]” “evaluation of the
students’ abilities”
the boss who wants
something “to happen”
Colleagues speak about the TEL
innovation “in glowing terms” and “learn”
from using the innovation “as well”

16. •Accept your central role
•Engage users’
attention to influence
development
•Connect with what
makes you curious
•Use outputs to
influence other
educators’ practice
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Audience: Learners, close colleagues & others in/beyond institution

17. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Timing: Award submission date & other provisional endpoints
“on-the-hoof” evaluation
contrasts with reflective
elements which: “need
time to emerge”
“I’m planning, I’m doing … I’m
reflecting … saying yes this is
good keep going, or no …
back to the planning stage”
“read … responses …
make up a task list”
“very few people to work
with … very little time”
“... how I’m going to be doing my
evaluation … I’ve been working it
out for the past half an hour”

18. •Select an important (to
you) project
•Identify provisional
endpoint 1:
•Continually ‘nudge’,
achieving multiple
provisional endpoints
•Keep tuned-in,
maximising momentum
•Build-in staging posts:
•Space
•Time
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Timing: Award submission date & other provisional endpoints

19. c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Agency: Myself, as educator & interested outsiders
“no-one else” will obtain the
feedback [I] accomplish
[I] do not “lock the door”
“I’ll be evaluating”

20. •Take responsibility:
•Progress
•Involving stakeholders
•Potential bias
•Recognise external entities
provide valuable input
SEPT4TEL: Guiding principles
c.g.raistrick@warwick.ac.uk @ClaireRaistrick
Agency: Myself, as educator & interested outsiders

21. Self-evaluative practices
“transformational effect of 'evaluative creep' on change
processes ...
constellations of routine behaviours ... intrinsically worthwhile ...
probable that self-evaluators become ‘carriers’ of practices
[influencing the] effectiveness of technology for learning ...
[Use of the] SEPT4TEL framework [by] educators [may]
improve connections between technology and learning ...
a sufficient constellation of self-evaluative practices is
potentially powerful ... acting as a catalyst — with the power
to leverage more widespread change.”
(Raistrick, 2014:252)
c.g.raistrick@warwick.ac.uk @ClaireRaistrick

22. Thank you
Claire Raistrick
University of Warwick
April 2014
c.g.raistrick@warwick.ac.uk @ClaireRaistrick