Horses for Courses: a comparative

approach to developing staff use oftechnology.

Three Models

Sally Bradley, Jane Carne, Fran Beaton, Pam Parker

SEDA Annual conference 2011

Associate Lecturers and Work Based Educators in Physiotherapy

M Level CPD course – Teaching Skills in Higher Education•Traditional technology enhanced learning

– Blackboard site • Online groupwork with formative

assessment through group teaching with peer feedback

– Using Flip cameras and iPhones!• Capturing images of student support

And non-traditional technology enhanced

learning!

University of Kent Model• 2 aspects work together to provide development for staff• E-learning strategy links in technology resources

Learning Technology Team

Provides practical support and advice on all aspects of e-learning

Learning Technology Team

Provides practical support and advice on all aspects of e-learning

PGCHE Technology Module

Provides academic study and critique: Includes a focus on developing own professional practice.

PGCHE Technology Module

Provides academic study and critique: Includes a focus on developing own professional practice.

 A way of viewing your use of technology – and where to

develop next.

Core technologies (centrally supported) to deliver current courses at Kent.  VLETurnitine-resources / reading lists /CLAaudio /video resources MyFolio

Peripheral technologies ( available to trial) ClickersFlip camerasMp3 playersLecture Capture Etc......

Developing new courses and curriculum (consultancy available for design & technology advice ) Distance/ Blended /flexible learningP/T or WBL students

Innovative / cutting edge /high risk (help with set up and research)  e.g. Teaching philosophy with Second Life

Technology on a PG Cert

• Technology module+ gentle exposure to VLE+ opportunities to experiment eg

clickers• Technology –enhanced projects in

other modules• feeds forward into University

Teaching Prizes

Blended Learning on the MA Academic Practice Programme

• All modules leaders use the VLE to provide information, submit assessments and provide feedback but also to engage students where appropriate.

• This might be through discussion boards, wiki’s, resources such as videos

• Specific module on Technology enhanced learning

• The LDC has an integrated team and so modules have learning development consultants attached to them and this is being strengthened

Other activities to support staff using Technology

School Liaison TeamsEach school has both anacademic and a learningdevelopment consultant towork as a team helpingschools with their learningand teaching activity

Showcase and PracticeAll our events have a mix ofboth face to face projects/activities and technology

Our awards schemesrecognises projects thatenhance learning and encourages the blendedapproach

The MILL

Over to you

In groups identify the models used inyour own institutions

Challenges and Benefits

Challenges

• Reluctance to engage due to prior experience of eLearning – “read, answer and click” – fire awareness

training and diversity style training modules

• Raising unrealistic expectations – Access to resources in the workplace– Development time required to incorporate

emerging technologies without access to support

Challenges:  • False sense of security by some

• Still feeling that ‘technology’ is not somehow ‘proper’ (view reinforced in some school cultures).

• Time

Challenges:  • False sense of security by some

• Still feeling that ‘technology’ is not somehow ‘proper’ (view reinforced in some school cultures).

• Time

Benefits:

Technology resource targeted to ‘real’ goals of academics, schools , students and the University. P

People learn what they actually need to, so they learn it quickly and well.

Engaged academics who enthuse others.

‘Competitive’ edge and desire to narrow the gaps. 

Benefits:

Technology resource targeted to ‘real’ goals of academics, schools , students and the University. P

People learn what they actually need to, so they learn it quickly and well.

Engaged academics who enthuse others.

‘Competitive’ edge and desire to narrow the gaps. 

Challenges

• We need to keep up!

• Participants can be reluctant to engage – risk of a few super-enthusiasts

• Offsite access can go wrong/be erratic (partner colleges especially)

Benefits

• High quality independent project work

• Goes to next level

• Generates confidence

• Increases spread of champions across university

• Privileges educational purposes over the tool

Challenges

• Academics changing their practice and in some cases feeling a loss of control

• Persuading following bad experiences

• Time for learning yourself and then developing blended learning with thought

• Using technology appropriately

Benefits

• An opportunity to re think how to use face to face time and what could be done another way

• Realising the possibilities for active engagement

• Developing different relationships with students

• Meeting student expectations

Back in your groups

What are your challenges, benefits and tips for educational developers?

Thank you!