uws slides ks_200613
TRANSCRIPT
Contextualising TEL Practice
Keith Smyth @smythkrs
Edinburgh Napier University
UWS Learning and Teaching Conference
20th June 2013
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. 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 often impose too narrow a view of technology-enhanced education that limits ownership and agency, and constrains good practice.
3. 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. The institutional VLE is only one of these places, and while it can be used creatively we curtail creativity in learning and teaching if the VLE becomes the ‘lens’ through which we view TEL
4. Only some 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
“…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 Minimum Presence for WebCT
• 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)
• 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 departmental LTA plans, 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
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
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
Learning across course communities
International Nursing module using a wiki to support an internationalised learning experience (courtesy Karen Strickland from Edinburgh Napier)
Key implementation activities
• 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
So how are staff responding?
While still at a relatively early stage, to date we’ve seen:
• In excess of 80 module mappings submitted for potential inclusion in the 3E Framework, and 30 LTA case studies
• Pg Cert coursework and staff workshop presentations discussing local embedding of the 3E Framework, and recent 3E themed staff conference was largest ever
• 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
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
• Evaluate adoption and impact internally
• Finds ways to learn from other institutions tackling similar challenges, and sharing our approaches to using the framework (a cross-institutional evaluation is planned)
• To further develop the 3E Framework resources to incorporate examples and guidance around embedding and evaluating institutional TEL initiatives
