how does technology-enhanced learning contribute to teaching excellence?

How does technology-enhanced learning contribute to teaching excellence?

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How does technology-enhanced learning contribute to teaching excellence?2

How does technology-enhanced learning contribute to teaching excellence?Sarah Davies,Head of higher eduaction and student experience, Jisc

How do staff engage with institutional infrastructure designed to promote

excellent teaching with learning technologies?

Professor Rhona SharpeOxford Brookes University

DigifestMarch 2017@rjsharpe elesig.net

My interests

#LERMOOC53 ways to support online

learningDeveloping

digital leaders

Finding out what learners actually do . . .

. . . means understanding the context in which learning takes place

‘Literacy’ implies socially and culturally situated practices, often highly dependent on the context in which they are carried out.

(Beetham & Oliver, 2010)

Developing digital literacies

unconnected vulnerable

access-led

assessment of skills is ongoing

mainstream pragmatists

Tutor / pedagogy

/institution-led

Technology used to develop criticality, self-management

intensive and specialist

enthusiasts

Learner-ledTechnology-led

Social digital literacy practices are valued and new practices

made explicit

Learners who are

Experience the digital environment as:

Best supported where:

https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key-outputs/

The Learner and their Context, Becta Chris Davies and Rebecca Eynon

FE Digital Student Study

SHARPE, RHONA

unconnected vulnerable

access-led

assessment of skills is ongoing

mainstream pragmatists

Tutor / pedagogy

/institution-led

Technology used to develop criticality, self-management

intensive and specialist

enthusiasts

Learner-ledTechnology-led

Social digital literacy practices are valued and new practices

made explicit

Learners who are

Experience the digital environment

Best supported

FE Digital Student Study

https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/fe-digital-students-key-outputs/

SHARPE, RHONA

Conceptions of individual teaching excellence“being dynamically engaged in teaching practice and inspiring and practically scaffolding the potential dynamic engagement of one’s student”

Gunn & Fisk (2013) p.23

Relationships between digital capability and teaching excellence

Austen et al (2016)

“Digital capability can promote teaching excellence by avoiding technological determinism while putting pedagogy first.”

“… resisting the notion that technology is the principal motivation for change rests with both teacher and institution.”

What strategies can educational leaders use to facilitate the development of digitally capable excellent teachers?

Which:Recognise the role of context in shaping digital practicesConvince colleagues of the pedagogic value of TEL and

support them to develop new pedagogiesBuild confidence in using technologyEncourage exploration and experimentationScaffold dynamic engagement with CPD and learners

Some ideas from Oxford Brookes1. Defining and developing

digital literacy through the curriculum.

2. Technology enhanced CPD

3. Course Design Intensives

4. Digital Choices Matrix

Neil Currant George Roberts

Mark Childs Richard Francis

A. Plan for the inclusion of ICT resources within the teaching of classes of primary-aged children

B. Application of IT skills within a technical or commercial environment, particularly CAD systems and data transfer between such systems.

C. Gather, organise and deploy a variety of digital sources pertaining to the subject.

D. Present to an audience using appropriate media.

Evaluation Part 1Staff EngagementDefining digital literacy within the disciplines

With your neighbour, can you identify the disciplines?

A. Primary Teacher Education

B. Computer aided Mechanical Engineering

C. International Relations

D. Philosophy

Evaluation Part 1Staff EngagementDefining digital literacy within the disciplines

Developing the digital practitionerLiz Bennett, University of Huddersfield

Bennett (2014) based on Sharpe & Beetham (2010) and Ecclesfield, Rebbeck, & Garnett (2012)

Experimentation and appropriation- Confident- Prepared to take

risks- Willing to explore

Belief in the pedagogic value of TEL- Convinced by

the potential of technology to transform learning

1. How much has your coursework emphasised the following mental activities?

2. How often have you done each of the following?

3. How much has your experience at this institution contributed to your knowledge, skills and personal development in these areas?

Engagement questions

Developing digital literacy (Student Engagement)

010203040506070

20142016

Graduate Attributes as a measure of learning gainLearning gain in Active Citizenship Strategic Excellence project

ABC Learning Gains project with OU and Surrey

abclearninggains.com/openbrookes.net/cci/

https://abclearninggains.com/2015/12/17/aims-of-the-abc-model-of-learning/

https://abclearninggains.com/2015/12/17/aims-of-the-abc-model-of-learning/

Online, blended, open, flipped CPD

“For me, the experience has shown what collaborative learning is really about because I have experienced it properly for myself for the first time.”"I enjoyed participating on this course and being part of the internationalising of a curriculum as it happened - by this I mean I experienced what many of our international students do through enrolling in an online course.”

Course Design Intensives

Working in extended teams

Visualising the learner journey

Challenging designs through peer review

Digital Choices

What next at Brookes?1. Doing the basics better:

essential digital capabilities for a range of roles.

2. Transformative goals: inclusivity, employability

3. Dynamic engagement with students e.g. devising expectations for VLE use.

Resources53 Interesting Ways to Support Online Learning available to order from https://www.brookes.ac.uk/OCSLD/Publications/

Learner Experience Research MOOC (#LERMOOC) Feb – April 2017 at http://platform.europeanmoocs.eu b

ABC Learning Gains project https://abclearninggains.com

Jisc FE Digital Student projecthttps://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/

Developing Leaders for a Digital Age www.moodle.openbrookes.net

Graduate Attributes in Action. https://wiki.brookes.ac.uk/display/GAA/Home

https://www.brookes.ac.uk/OCSLD/Publications/




http://platform.europeanmoocs.eu/

https://abclearninggains.com/



https://digitalstudent.jiscinvolve.org/wp/fe-and-skills-digital-student-study/



http://www.moodle.openbrookes.net/

https://wiki.brookes.ac.uk/display/GAA/Home

https://wiki.brookes.ac.uk/display/GAA/Home

ReferencesAusten, L., Parkin, H.J., Jones-Devitt, S., McDonald, K. & Irwin B. (2016) Digital Capability and

Teaching Excellence. QAA Subscriber Research Series 2016-17.Beetham, H. & Oliver, M. (2010) The changing practices of knowledge and learning, in R. Sharpe, H.

Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York.Bennett, L. (2014) Learning from the early adopter: developing the digital practitioner, Research in

Learning Technology, 22: 21453Davies C. & Eynon, R. (2010) The learner and their context. Final Report for Becta. University of

Oxford. Ecclesfield, N., Rebbeck, G. & Garnett, F. (2012) ‘The case of the curious and the confident the

untold story of changing teacher attitudes to e-learning and ‘‘technology in action’’ in the FE sector’, Compass: The Journal of Learning and Teaching at the University of Greenwich, no. 5, pp. 45 56.

Gunn, V. & Fisk A. (2013) Considering teaching excellence in higher education 2007-2013. The Higher Education Academy Research Series.

Sharpe, R. & Beetham, H. (2010) Understanding students’ uses of technology for learning: towards creative appropriation, in R. Sharpe, H. Beetham & S. de Freitas, Rethinking Learning for a Digital Age, Routledge. London & New York. Available to download from http://bit.ly/1RhiRNP

http://bit.ly/1RhiRNP



Learner Experience Research MOOCstarted 27 February 2017, #LERMOOC

platform.europeanmoocs.eu

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How does technology-enhanced learning contribute to teaching excellence?Paul Bartholomew, Pro vice-chancellor student experience, Ulster University

02/05/2023



Paul BartholomewPVC Education

Ulster University


It doesn’t.


Thank you

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I think it’s important that I acknowledge that…

> Technology doesn’t enhance learning.

> People do.

> All enhancement activity in Higher Education requires the deployment of human labour.

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I think it’s important that I acknowledge that…> Having a strategy isn’t enough.

> Having an action plan isn’t enough.

> Having a new institutional system isn’t enough.

>Having staff capability isn’t enough.

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In this book:Chapter: Where’s the humanity? Challenging the policy discourse of ‘technology enhanced learning’“Policy language surrounding technology enhanced learning embodies a simple economic calculation: in exchange for the use of technology there will be enhanced forms of learning.” From critical discourse analysis of 2.5 million words of

TEL strategy text(Dr Sarah Hayes – Aston University)

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• Conceiving TEL as a commissioned product leads to institutional technical capacity but under-utilisation

• Conceiving TEL as a social process is a precursor to enhancing learning

And we need policy that reflects that02/05/2023


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Now that I’ve got that out of the way…


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Teaching Excellence

These are not unreasonable things to want to enhance02/05/2023


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Teaching Excellence

I’ve cherry-picked a few02/05/2023


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Student Engagemen

t“Teaching provides effective

stimulation, challenge and contact time that encourages students to

engage and actively commit to their studies”

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Student Engagemen

t

Virtual labs

Simulated environme

nts

Ge0location

technologies

Augmented reality

Flipped classro

om

Robotics and

drones

Classroom

clickers

CSCL

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Rigour and Stretch

“Course design, development, standards and assessment are

effective in stretching students to develop independence, knowledge,

understanding and skills that reflect their full potential”

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Rigour and Stretch

Adaptive

VLEs

Flipped Classro

omSimulatio

n

Online resourc

es

CSCLPeer

assessment

Learner analytic

s

e-Portfolio

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Feedback

“Assessment and feedback are used effectively in supporting students’

development, progression and attainment”

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Feedback

AudioVideo

Digital annotatio

n

Authentic assessme

nt(simulati

on)

Peer assessme

nt

Learner analytic

s

e-submissio

n

Computer aided

assessment

e-Portfolio

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Resources

“Physical and digital resources are used effectively to aid students’ learning and the development of independent study and research

skills”

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Resources

e-Books

Simulation

Virtual worlds

Laptop loans

Classroom technologi

esMobile devices

Accessibility

throughout

Specialist software provision

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Personalised

learning“Students’ academic experiences are tailored to the individual, maximising

rates of retention, attainment and progression”

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Personalised

learning

Adaptive VLE

Flipped classro

om

Learner

analytics

e-Portfolios

Flexible options

Lecture capture

Accessibility

throughout

Negotiated

assessments

(e.g. video)

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Employability/ transferable

skills

“Students acquire knowledge, skills and attributes that are valued by

employers and that enhance their personal and/or professional lives”

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Employability/ transferable

skills

Virtual worlds

e-Portfolios

Simulated

interviewing

Simulation

Digital literac

y

Digital badges

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Positive outcomes for

all“Positive outcomes are achieved by

its students from all backgrounds, in particular those from disadvantaged

backgroundsor those who are at greater risk of not achieving positive outcomes”

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Positive outcomes for

all

Laptop loans

Accessibility

throughout

Flipped classroo

m

Negotiated

assessments

Lecture

capture

Learner analytic

s

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Accessibility

throughoutFlipped

classroomNegotiated

assessments

Learner analytic

sVirtual worlds

e-Portfolios

Simulation

Peer assessme

nt

• Individual cases are not good enough

• There is a need to move from innovation to mainstream

• That requires evidence of effectiveness

• How is the evaluation literacy of our staff?

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At an institutional level, the job is to:> Nurture an environment that supports and rewards innovation

> Nurture an environment that is critical, evidence-seeking and evidence creating

> Recognise the need to deploy human labour

> Develop institutional resilience through policy 02/05/20

23How does technology-enhanced learning contribute to teaching excellence?54

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However…> I do believe that institutional capacity to enhance learning cascades from individuals’ capabilities

> I think innovation as a practice can be taught

> I think that sort of staff development is worth investing in

> It’s not just about digital capabilities, it’s about ‘change literacy’

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Thank you

Questions?

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jisc.ac.uk

Except where otherwise noted, this work is licensed under CC-BY-NC-ND

02/05/2023

How does technology-enhanced learning contribute to teaching excellence?57 > >

Sarah Davies, head of higher eduaction and student experience, JiscDr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes UniversityProf Paul Bartholomew, pro vice-chancellor student experience, Ulster University

Contacts

Slide

http://www.jisc.ac.uk/