contextualising and embedding technology-enhanced learning in pragmatic shared ways keith smyth,...
TRANSCRIPT
Contextualising and embedding technology-enhanced learning in
pragmatic shared ways
Keith Smyth, Edinburgh Napier University, @smythkrs
Higher York e-Learning Conference
May 30th 2012
• Keith Smyth, Edinburgh Napier University. Programme leader MSc Blended and Online Education.
Introduction...and a confession
Outline of session
• Explore how we can contextualise and embed technology-enhanced learning in ways that are meaningful to practitioners, sensitive to different contexts, and can help establish a shared outlook on good practice
• Starting with some framing propositions, and then exploring 1) TEL at Edinburgh Napier 2) Development of the 3E Framework 3) Exploring examples of good practice and 4) Strategies for implementation and embedding
• With opportunities for discussion along the way!
Question 1. What do you see as the main educational benefits of TEL for learners?
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Back to the text wall
Some framing propositions
1. While more educators are engaging in TEL within their practice, there are still many who lack confidence, are not sure where to start, and are not sure what might work for their subject and students. And those who are doing good work don’t necessarily recognise this. Or get recognised!
2. Experienced lecturers and staff developers understand what good classroom practice in learning, teaching and assessment looks and feels like, and have ownership of it. ‘One size fits all’ TEL strategies can often impose too narrow a view of technology-enhanced education that limits ownership and constrains good practice.
Some framing propositions
3. Not all staff will self-select to sign-up for staff development workshops and events in TEL, and we need to think carefully about the strategies and opportunities that will allow us to engage a greater range of colleagues
4. The use of technology in learning and teaching is essentially about providing additional and new spaces within which learners can engage with their subject, us, each other, and wider communities. However, many students and educators do not (as yet) have a strong sense of how to teach and learn within these spaces
Same spaces, different experiences
“I looked at all the [media clips]. Whenever there was one I made a point of looking at it...Well not just looking as in, like, only looking, but studying them. Trying to understand the point or, you know, process. And then when I felt I'd gotten it then move on to the next part.”
“I looked at a few of them [diagrams and media clips], and the ones to play I always played…I always pressed the buttons. I just usually played them once to see what they did.”
“I read the Conference Space, printed out what people had written, saw their suggestions, went away to the library, and then I sent a suggestion back maybe two days later after I'd done a bit of research on what had been said…”
“I dunno if everybody's the same but I sort of done things just beforehand, just before each activity…I done it as I had to do it, at the period rather than spinning over learning it at the time”
1. TEL at Edinburgh Napier
“…a minimum presence to be established for every module, and that this be input by either the module leader or a school administrator using central information and information provided by the module leader.”
2004: Roll-out of WebCT Vista
MLE Evaluation 2009
• Overall student learning experience is perceived to have been enhanced, with students expecting WebCT and other TEL as a normal part of module support
• Significant quantity of students studying modules that lack effective WebCT support or have no support at all
• Staff more confident and interested in using interactive features in WebCT, and other online technologies
• Resource implications for the effective embedding of TEL, and the importance of local practical support from Learning Technologists and Online Learning Advocates for discipline specific advice, was strongly underlined
Comments and questions
2. Development of the 3E Framework
• Originally developed as the 3E Approach on the cross-institutional FE-HE technology and transformation project TESEP (Transforming and Enhancing the Student Experience through Pedagogy)...where we quickly came to realise that ‘transformation’ is a troublesome concept!
• Used in the redesign of a range of modules and courses at various credit levels in FE and HE and across disciplines http://www2.napier.ac.uk/transform/transformation_pc.htm
• Embedded in institutional LTA strategies, in staff CPD provision (e.g. HN units), and as curriculum model for Edinburgh Napier’s MSc Blended and Online Education
Background to 3E Framework
What are implications
for tutors role?
I’m already doing good things, so how do I build on that?
What kind of transformation?
How much learner control is enough?
Learner choice and control?
Implications for student?
What role for current and emerging technologies?
This is all too ‘blue skies’!
Where do I start?
‘Transformation’ as a troublesome notion
I’m interested in good teaching not in technology!
So what we’re doing now is no good?
What does this actually look like
in practice?
http://staff.napier.ac.uk/services/academicdevelopment/TechBenchmark/Pages/home.aspx
3. Exploring good practice in practice
Question 2. What is the most effective TEL intervention you have either used with
your learners, or experienced yourself?
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The 3E Framework in a programme context
Enhance: learners collectively create content for timely engagement with key concepts
Questions forums for group and peer support
Extend: Student-led online seminars
Wikis for authoring group reports
Bringing guest experts into the classroom
Online guest expert sessions (recorded for revisiting) allow student to interact with and learn from national and international experts
Empower: Joining professional communities
In this example a cohort on the last module of a Pg Cert havecollaborated on a ‘directory’ of online professional communities
to support their continued development beyond graduation
Cross-institutional international learning
International Nursing module that uses a wiki to support a cross-cohort, cross-institutional internationalised learning experience
(courtesy Karen Strickland from Edinburgh Napier)
Chrissi Nerantzi at University of Salford has been exploring online problem-based learning across Pg Cert cohorts of new teaching staff
Online cross-institutional staff development
Back to the text wall...
and to the conference programme
4. Strategies for implementing and embedding good practice (with a focus
on staff ownership and recognition)
Question 3. Think of your own colleagues who have yet to engage with TEL, and who would never come to an event like this. What could help them in getting
started?
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Some examples from Edinburgh Napier
• Alignment with move to new institutional VLE (Moodle) and related staff support (e.g. Meet Moodle online course)
• Embedding within Professional Development events, and as theme for 2012 staff conference and LTA Awards
• Initial focus of the new Teaching Fellows Special Interest Group in Technology-Enhanced Learning (SIG-TEL), and of the work to be undertaken by staff being sponsored to complete our Pg Cert Blended and Online Education
• Dissemination via institutional LTA Resource Bank
http://staff.napier.ac.uk/services/academicdevelopment/LTA/resources/Pages/resources.aspx
So how are staff responding?
We’re still at a relatively early stage, with key initiatives (e.g. staff conference) upcoming, however we’ve recently seen:
• Pg Cert coursework and staff workshop presentations discussing local embedding of the 3E Framework
• Teaching Fellowship applications coming forward that discuss applicant’s engagement with the 3E Framework, and proposing how they will help embed the Framework
• Presentations at Faculty and School meetings and fora
3E Framework beyond Edinburgh Napier
• Currently being explored and embedded as the curriculum design model of a number of blended and online Masters programmes in development
• Proposed as a model for the sector to consider in the new position paper for QAA’s current Enhancement Theme of Developing and Supporting the Curriculum
• Underpinning new TEL Quality Framework at York St John’s University http://w3.yorksj.ac.uk/ltd/ltd/learning-and-teaching-developm/tel-quality-framework.aspx and being applied in other ways by Higher York network
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Where to from here?
• Explore further opportunities to use the 3E Framework as a means to recognise and celebrate existing good practice, and help shape future good practice
• Finds ways to learn from other institutions tackling similar challenges, and sharing our approaches to doing so
• Back to space...finding new ways to help our students ‘learn how to learn online’ in ways that are sensitive to their course and discipline contexts rather than generalised
Further informationSmyth, K. (2012, forthcoming) Sharing and shaping effective institutional practice in TEL through the 3E Framework. Proceedings of the 11th European Conference on e-learning ECEL), University of Groningen, Groningen, The Netherlands, 26th-27th October 2012. Academic Conferences International.
Smyth, K. and Bruce, S. (2012) Employing the 3E Framework to underpin institutional practice in the active use of technology. Educational Developments, pp. 17-21.
Smyth, K., Bruce, S., Fotheringham, J. and Mainka, C. (2011) Benchmark for the use of technology in modules. Edinburgh Napier University. http://staff.napier.ac.uk/services/academicdevelopment/TechBenchmark/Pages/home.aspx
Smyth, K., Comrie, A., Gray, M. and Mayes, T. (2010). Embedding and sustaining change in technology-enhanced education: lessons learned from a cross-institutional transformation project. Education in the North, Issue 18, Available online http://www.abdn.ac.uk/eitn/display.php?article_id=65.