Developing a Strategy for Technology Enhanced Learning at
UEL
Changing the learning landscape
Welcome and introductions
Sarah Davies
s.davies@jisc.ac.uk
@sarahjenndavies
Sarah Knight
s.knight@jisc.ac.uk
@sarahknight
Changing the learning landscape
Aims for today….to start
a conversation…
 To share current thinking and best practice in the
development and implementation of technology enhanced
learning (TEL) strategies from across UK higher education
 To discuss the requirements for developing a successful TEL
strategy at UEL
 To identify approaches and models of implementation for the
new TEL strategy
 To explore models of engagement for both staff and students
Changing the learning landscape
Leading TEL change across
the university
Approaches to implementing technology enhanced learning
– key ingredients:
• Developing digital literacies of staff and students
• Student engagement – working in partnership
• Using technology to enhance curriculum design
practices and processes
• Technology enhanced assessment and feedback
practices
Changing the learning landscape
Embedded change
• Changed to
encourage
new practices
Culture
New
practices
• Accepted
• Demonstrated
Changing the learning landscape
The ingredients
Clear strategic vision
Visible top management commitment
Model culture change at highest level
Modify the organisation to support the
change
• Highlight the benefits of new practices
• Connect the interests of the institution and
those affected
•
•
•
•
Changing the learning landscape
TEL strategy development
• Review where you are now with technology-enhanced
learning
• Link to other strategies and drivers
• Based on UEL’s distinctive mission and strengths
• Consider other initiatives in train
• Use visioning/scenario planning techniques – and sector
scanning
• Ensuring the ownership and governance of the strategy
by senior management
• What will look different if you’re successful?
Changing the learning landscape
Keeping it going
• Evaluation and review
• Constant
communication
• Celebration
• Change managers
Changing the learning landscape
The process
Planning
5%
Strategy
5%
Education
and
training
15%
Anchoring
75%
Changing the learning landscape
Mainstreaming TEL
in the sector
• Institution-wide investment and pushes on eg VLE+,
assessment management
• Local innovation on collaborative learning, innovative
pedagogies
• Need to join up in ‘middle-out’
• Resurgence of interest in online delivery
• Flipped classroom working well in some areas
• Importance of admin, access, user-owned technology and
‘hygiene factors’ to students
• Staff inevitably in different places on learning curve
• If everybody did one thing differently…
• But students value some kinds of consistency
Changing the learning landscape
Mainstreaming TEL
- lessons
• Support communities of interest and cohorts
• Develop roles of professional staff to support
others
• Work with students as agents of change
• Fund mini-projects in departments and services
• Embed into the curriculum – get into processes,
guidance etc
• Ensure infrastructure is supportive and up to the
job
• Consider reward and recognition
• Provide easy to access support
• Importance of teaching staff and students telling
stories of successful innovation
Changing the learning landscape
Reflection point
• What does your current TEL landscape look
like?
• If your drive for change is successful, what will
look different in 3 years’ time?
23/1/2014
Developing digital literacies
Sarah Davies, Programme manager, e-learning
Today’s digital students?
» What do we know about:
› Personal devices?
› ICT skills?
› Learning skills?
› Networking and
collaboration?
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Title of presentation (Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide)
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What are digital literacies?
» Those capabilities which fit someone for living, learning
and working in a digital society
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Developing digital literacies
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Aspects of digital literacy
ICT literacy
Learning skills
Identity
management
Media literacy
Digital scholarship
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Information literacy
Developing digital literacies
Communication and
collaboration
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Digital literacy development
attributes
identity
'I am...'
practices
in context
'I do...'
'I can...'
skills
'I have...'
access and
awareness
(Beetham and Sharpe 2009 & 2010)
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Developing digital literacies
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Over to you…
» Which digital skills and practices are particularly
important in your context, for learners to succeed in
education and employment?
» What does this mean for those who teach them?
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Developing digital literacies
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Some key messages on developing digital literacies
Develop
staff skills
Practice
skills in
context
Bring
groups
together
Integrate
the digital
Review
current
support
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Developing digital literacies
Discuss
digital
issues
Parallel
activities
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Developing students’ digital literacies
» Student confidence is usually ahead of their capability
› Diagnostic/audit tools are useful –
eg http://bit.ly/learnerquiz
» Different types and levels of guidance needed
› Most learners need some help
» Opportunities to learn from peers
» Motivated by developing an online professional identity
» Tutor practices and course requirements are crucial
» Integrate digital literacy into course and study skills
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Developing a supportive infrastructure
» Wifi is king
» Personal devices and services can be used
effectively for educational purposes
» But ‘bring your own device’ is not yet fully
supported in infrastructure & culture
» Students have different needs, digital
practices and identities – flexible tasks
and environments
researchers and students
CC philcampbell on Flickr
» Dialogue between IT teams and lecturers,
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Developing digital practices in the curriculum
» Digital practices for academic success are subject specific
and best practiced in a disciplinary context
» Subject-specific digital attributes?
» Curriculum design is key – embed digital into quality
mechanisms and graduate attributes
» Academic vs general technologies
» How digitally skilled do teaching staff need to be?
» Digital learning activities should be creative and
appropriately assessed
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Support for staff digital literacy development
Barriers
• Fear
• Time
• Where to start?
Enablers
•
•
•
•
•
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Relevant examples of good practice
‘Just in time’ information
Communities of practice
Developing online identity
Professional development & reward
Developing Digital Literacies
slide 23
Find out more…
Developing digital literacies
Sarah Davies
Programme manager
s.davies@jisc.ac.uk
jisc.ac.uk
bit.ly/diglitds
Except where otherwise noted, this
work is licensed under CC-BY-NC-ND
13/04/2015
Developing digital literacies
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