What Have We Learned? Reflecting on the First Year of ExamSoft ImplementationExamSoft
Presented by Albert Spiegel, Laptop Program Coordinator, Bergen Catholic High School
This webinar will highlight what we at Bergen Catholic learned during our first full year of ExamSoft use. I will be highlighting some of our successes with exam creation and deployment as well as those areas that need work.
Demonstrating Competencies with E-Portfolios: The Carolina MPAStefanie Panke
Presentation at E-Learn 2014 International Conference.
describes the conceptual design, instructional development and organizational implementation involved with the transition from a traditional end of program capstone project to a competence-oriented portfolio and oral exam assessment in a public administration graduate program.
What Have We Learned? Reflecting on the First Year of ExamSoft ImplementationExamSoft
Presented by Albert Spiegel, Laptop Program Coordinator, Bergen Catholic High School
This webinar will highlight what we at Bergen Catholic learned during our first full year of ExamSoft use. I will be highlighting some of our successes with exam creation and deployment as well as those areas that need work.
Demonstrating Competencies with E-Portfolios: The Carolina MPAStefanie Panke
Presentation at E-Learn 2014 International Conference.
describes the conceptual design, instructional development and organizational implementation involved with the transition from a traditional end of program capstone project to a competence-oriented portfolio and oral exam assessment in a public administration graduate program.
Pulling No Punches: Change Management at Oakhill CollegeShani Hartley
This is the slideshow presented at the Twenty-First International Conference on Learning at Lander College for Women, Touro College, New York City, USA, July 2014
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
Current academic structures do not foster lifelong learning dispositions. For the last 19 years and through 115+ iterative design cycles, we’ve broken with past precedent to build 8 interacting systems—content, instruction, assessment, Sustainable OER, literacy, hands-on laboratory work, digital technologies, and PD—that re-engineer formal science class to support natural neural development for learners aged 13-20. This hands-on workshop explores the rule-breaking designs of all 8 systems.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
Presented at GaCOMO15 by Jennifer Townes and Emy Decker.
This presentation details the ways in which unit heads harnessed the talent of their respective teams to create quarterly instruction sessions to allow staff - from paraprofessionals to professional librarians - to teach each other their specialized skills.
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Pulling No Punches: Change Management at Oakhill CollegeShani Hartley
This is the slideshow presented at the Twenty-First International Conference on Learning at Lander College for Women, Touro College, New York City, USA, July 2014
Dragging the digital chain - ICERI Presentation 19 Nov 2013Shani Hartley
This is a slightly edited version of the slides for the International Conference of Education, Research and Innovation 2013 (Seville, Spain) 19 November 2013.
Current academic structures do not foster lifelong learning dispositions. For the last 19 years and through 115+ iterative design cycles, we’ve broken with past precedent to build 8 interacting systems—content, instruction, assessment, Sustainable OER, literacy, hands-on laboratory work, digital technologies, and PD—that re-engineer formal science class to support natural neural development for learners aged 13-20. This hands-on workshop explores the rule-breaking designs of all 8 systems.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
Presented at GaCOMO15 by Jennifer Townes and Emy Decker.
This presentation details the ways in which unit heads harnessed the talent of their respective teams to create quarterly instruction sessions to allow staff - from paraprofessionals to professional librarians - to teach each other their specialized skills.
The changing nature of learning management systems and the emergence of a dig...Charles Darwin University
A Webinar presented to Faculty and post graduate students at the Model Institute of Education & Research, Jammu, India.
Our digital ecologies are changing because the way we are wanting to teach is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching. Therefore we have had to find new tools to help us with these new tasks. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
The CIT-eA presentation at the SQA event 'Assessment Tomorrow' Edinburgh 2015 - 9th e-Assessment Conference, 29th January. The presentation describes the approach the project is taking and presents an outline of the toolkit that is in preparation.
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
The Principal and the Senior Management team have turned to technology to transform learning in an attempt create a coherent, consistent and cost-effective kick-start to the change management process after a series of mergers and acquisitions.
Howard and Bob shared with delegates the progress so far and the lessons learned from their experience of the organising and delivering Leeds City College Learning Festival 2012.
Presented at the RSC East Midlands e-fair - http://moodle.rsc-em.ac.uk/course/view.php?id=209
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. Methods
Literature review into blended learning
& change management
Semi-structured interviews with 20 staff
(learning technologists, teachers, management)
Thematic analysis (Löfgren 2013 based on Alan
Bryman’s (2008) approach)
• Reading & annotating transcripts
• Generating individual codes
• Codes grouped into categories/themes
Half of interviews coded by a second researcher
4. Sector-wide
• Open education movement
• Changing digital landscape
• Employability agenda
• Internationalisation
Institution
• High costs of face-to-face delivery
• Reusable nature of online learning
(value for money)
Teachers
• Opportunity to learn about online learning
Students
• More flexible learning experience
• Pedagogically more effective learning
Motivations
5. Changing digital landscape
“Technology in general is embedded into our lives, and
therefore it’s now become part of the way that we learn,
as well.” (Management)
Innovating pedagogy
“… changing the pedagogy, encouraging teaching staff to
think about different ways of delivering learning that’s
going to match their student needs.” (Management)
Internationalisation
“We will have the opportunity in the future to look at connecting
cohorts of students who are studying for the same degrees but in
different parts of the world … we can have that cultural
engagement in that learning space” (Senior management)
6. Institution
• Saving on physical learning spaces
Teachers
• Enhanced teaching experience
• Saves teaching time in long run
• Can reuse materials
• Developed new skills for future teaching
Students
• More self-directed learners
• Development of information literacies
• Collaborative learning opportunities
• Better prepared students (e.g. with flipped
classroom)
Benefits (‘Dreams’)
Image by normanack, CC BY 2.0
https://www.flickr.com/photos/29278394
7. Students’ lifelong learning literacies
“It’s a set of skills we’re giving [the students] that allows
them to become a professional learner.”(University
teacher)
New teaching skills
“I feel I have a skill that I didn’t before , which may allow
me to do other interesting things in the future.” (Lecturer)
Efficiencies / enhanced student experience
“There are scopes for efficiencies but that’s a very dangerous thing,
because the move from an analogue to a more digital delivery … is a
change process and you need additional resources to enable that … But I
think what it’ll do is it’ll improve the student experience.” (Management)
8. Institution
• Research-teaching tension
• Inadequate IT infrastructure
• Risk-averse culture
Teachers
• Time-consuming to develop
• Copyright
• Western pedagogies & international learner
mismatch
• Anxiety about new technologies
Students
• Variable digital literacy levels, can’t translate
into learning literacies
• Still equate F2F with value for money
Challenges & barriers
(‘Nightmares’)
Image by Cathy Cole, CC BY-NC-SA 2.0
https://www.flickr.com/photos/mmewuji/2804301013
9. Research-teaching conflict
“The university does have other priorities, and the other research
priorities are very research-oriented and there’s always going to be a
tension between encouraging people to devote more time to develop
their learning and teaching and being more innovative in those ways
and devoting more time to research.” (Senior management)
Workload model
“Our workload … allows for about 30, 35 hours to develop
an online course. I know from experience it takes me at
least double that. So that’s 30 odd hours that haven’t been
recognised on my workload.”(University teacher)
Technical infrastructure
“Staff want to use the technologies, and whilst things are
getting better … they’ve not necessarily been reliable, or
been available when they’ve needed them.”(Management)
10. Institution
• Integration of TEL into L&T strategy
• Stakeholders represented on committees
• Helpful learning technology support
• Learning from other institutions
• Support from senior management
Teachers
• Academic colleagues who see benefits of BL
and are committed to L&T
• ‘Friendly colleagues you can trust’
• Having locally available kit
• Early adopters
Students
• All have mobile devices
Enablers
11. Support from senior management
“Senior management has been encouraging it and if they want this
kind of thing to happen, they need to keep encouraging
it.”(Lecturer)
“We have a key responsibility around making sure that all staff at
the university are properly supported.” (Senior management)
Support from colleagues
“We’re lucky because we have a good colleague
community in [our school] and we talk nicely to each other
and support each other.”(Lecturer)
Early adopters / showcasing good practice
“I produce a TEL newsletter for the college and it’s all about
showcasing good work that people are doing. Even if it’s small
they’re changing something.”(Learning technologist)
12. Institution
• Review staff workload & promotion criteria
• Recognised appointments in digital learning
• Employ more instructional designers/
learning technologists across the colleges
• A Centre for Technology Enhanced Learning
Teachers
• Multiple methods of sharing good practice
• Peer-mentoring
• Local academic champions
• More signposting to available help
Support required
13. Recognised appointments / local champions
“We need to have local champions that are recognised by
senior management. So perhaps … a chair in digital
learning or … emerging technologies.”
(University teacher)
More learning technologists across the disciplines
“[Colleges] where they have the learning technologist they tend to do
more online learning … the colleges … need to buy into this idea that
it’s a specialist job, and they should be paying for somebody to do it.”
(Learning technologist)
Review promotion/reward criteria
“What we need to do as an institution is create the enabling
framework … it’s putting in the correct supporting frameworks,
the correct incentive systems to make it all happen.”
(Senior management)
14. Work has resulted in an
integrated, holistic
framework of key
considerations, derived
from literature &
research:
• Key external drivers
• Six reinterpreted
domains of Khan’s
(2005) framework
• Elements of Chern’s
(1976) organisational
preparedness
framework
• Core stakeholders
15. Holistic, integrated framework to be
shared with staff in context of e-learning
strategy implementation activities
Identify & implement ‘anchor points’ to
ensure institution does not regress
This year’s research: focusing on blended
learner experiences
Next steps…
16. QAA Scotland for project funding
All interview participants from the
University of Glasgow
Acknowledgements