Barriers and Enablers to Technology-Enhanced Learning

What can Universities do to encourage innovative teaching?

Steve Williams - Newcastle University

Tallinn, Estonia

16 April 2015

Introductions

• Who I am

• How this work came to be– Newcastle University and University of Cumbria

• What do I mean by Technology-Enhanced Learning (TEL)?

Guiding thought

• I understand the issues in using technology to facilitate learning.

• I have some ideas about how to manage these issues.

• I am inspired to do something about it!

“Every one of our students does TEL”

Context

The underpinning pedagogy – key question

Is there a risk of assuming that technology enhances learning, without really knowing whether it does, or understanding how? (Ann Thanaraj, Head of Law School, University of Cumbria)

The underpinning pedagogy

• It’s not about the technology, but about using it to facilitate high-quality learning and excellent student experience.

• Effective use of TEL will differ between disciplines.

Our project - aims

• Our work aims to:– Break down barriers between

academics and TEL – it’s not a bolt-on!

– Enhance institutional policies and practices on using TEL

• Two distinctive features– Focus on institutional as well as

individual– Combination of academic and service

leadership perspectives.

Our project - method

• Focus Groups• Consult academic leaders,

academics, students, service providers

• Review existing literature• Blog• Present Conclusions

– Compare and contrast the two different universities

– Publish research

Similarities between our Universities

• Barriers– Digital literacy/fluency– Pedagogic evidence

(literature)– What’s In It For Me -

career recognition?– Time/resource/workload– Communication across the university– Student experience of learning– Fear and reticence on the part of staff– Support and tools– Just because it is E, it’s not better! 

Similarities between our Universities

• Enablers– Student experience– Identity and belonging– Personalised learning– Flexibility– Creativity– Access / diversity

Similarities between our Universities

• Institutional support– Embed TEL into Learning and Teaching strategy– Reflect TEL involvement in staff workload– Localise use of TEL in Schools / Departments– Recognise research on teaching as a scholarly

activity– Make pedagogy fit the subject discipline– Invest in software, people and training

Differences between our Universities

• Barriers– Cumbria but not Newcastle

• Multiple online personalities• Design of online study spaces• Staff disenfranchised• Assumption that students are confident with the

tools• Student support with the tools

– Newcastle but not Cumbria• Staff support with the tools• Social diversity, widening participation• Legal issues (copyright, IP)

Differences between our Universities

• Enablers– Cumbria but not Newcastle

• Staff gain better communication skills– Newcastle but not Cumbria

• Retention of students• Enhanced learning• International / cross faculty / cross discipline opportunities• Employability• Staff development of skills• TEL as a priority for the university, enhancing the university’s

reputation• Staff recognition• Scalability, reliability and innovation in the software

Differences between our Universities

• Institutional Support– Cumbria but not Newcastle

• Managing hardware and software well – don’t change too much at once

• Use suitable, meaningful names for TEL projects– Newcastle but not Cumbria

• Develop a long-term TEL plan (sustainability AND transforming learning)

• Staff digital literacy plan.• Share best practice.• Develop hybrid managers• Be risk-aware rather than risk-averse in new developments• Reward, recognition, incentive in TEL• Put students at the heart of education• Empower staff

RecommendationsWhat can Universities do to facilitate excellent TEL?

• Tailor TEL adoption to learningneeds and academic motivation.

• Design TEL around fast accessand consumer choice of tools.

• Have both institutional policies and scope for innovation• Value both the roles of academics as subject matter

experts and content creators, and dedicated resources for technical support of TEL.

• Appoint academic champions foreach TEL initiative.

• Improve digital literacy!

Find out more?

• Join the conversation!• Blog – share your

thoughts!

blogs.ncl.ac.uk/removingtelbarriers

• Publication – JLDHE (Journal for Learning Development in Higher Education)

Questions

• Our two universities are different from each other – but do any of you come from a university where these issues would play out differently?

• What are the largest issues in the uptake of TEL in your university?

• Should institutions mandate, provide and offer tools, or get out of the way?