Embedding Learning Technologies a nationally recognised award within the SEDA Professional Development Framework (PDF)

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Embedding Learning Technologiesa nationally
recognised awardwithin the SEDA Professional
Development Framework (PDF)
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The EFFECTS project
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EFFECTS timeline
1997 1998 1999 2000 2001/03
Institutional programmes
National Award
TLTP3 bid
Local accreditation
Generic Learning Outcomes
Guidelines
Various HEIs with development opportunities and
funded projects, piecemeal and non-accredited
Partnerprogrammes
Continuation process - consultancy
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EFFECTS project outcomes

• 70 participants embedding LTs into their
  professional practice
• 7 institutionally accredited programmes (more in
  development)
• Wide range of publications, guidelines and
  lessons learned in embedding LTs
• National recognition scheme under the SEDA
  Professional Development Framework
• Network of contacts and regional support groups

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EFFECTS philosophy of professional development

• LT process rather than CIT skills
• Underpinning values philosophy
• Action research
• Action learning

a continuous process of learning and reflection,
supported by colleagues, with an intention of
getting things done. Through action learning
individuals learn with and from each other by
working on real problems and reflecting on their
experiences. Beaty McGill (1995)
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Generic learning outcomes
(7)continuing professional development
(2)analyse
collective knowledge and practice
(1)review
individual learning cycle
(5)evaluate
(3)plan
(6)disseminate
(4)implement
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The SEDA Professional Development Framework
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SEDA PDF

• Is an adaptable framework of professional
  development which
• focuses on development not accreditation
• provides a common framework
• embraces all programme development
• provides a development framework
• supports institutional development
• Builds on ten years of experience of supporting
  the professional development of staff in HE

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SEDA PDF

• Values
• Specialist outcomes
• Development outcomes
• Identify
• Plan
• Undertake
• Achieve
• Review

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Flexibility of Programmes

• or
• or
• or
• or
• or
• or
• or

independent formal course attendance
based academics only strategic projects technology
driver accreditation
integrated PGCert/Dip negotiated
learning flexible/independent learning open to
all staff individual projects pedagogy
driver other incentive (e.g. development funding)
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Examples
Masters Level Module
Strand through a Masters
Strand through a PGCert
Masters Level Module
Non accredited supportive programme
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The PDF ELT award
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SEDA ELT Award

• SEDA - Embedding Learning Technologies Award May
  2001
• First Programme Recognised (UNL) Jan 2002
• First Recognition Workshop(4 programmes) April
  2002
• SEDA PDF Launched - Nov 2003

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SEDA ELT Award

• Values
• 1.An understanding of how people learn
• 2.Scholarship, professionalism and ethical
  practice
• 3.Working in and developing learning communities
• 4.Working effectively with diversity and
  promoting inclusivity
• 5.Continued reflection on professional practice
• 6.The development both of people and of
  educational processes and systems

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SEDA ELT Award

• Development outcomes
• 1. Identified their own professional development
  goals, directions or priorities
• 2. Planned their initial and / or continuing
  professional development
• 3. Undertaken appropriate development activities
• 4. Reviewed their development and their practice,
  and the relations between them

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SEDA ELT Award

• Specialist outcomes
• 1. Conducted a review of CIT in learning and
  teaching and shown an understanding of the
  underlying educational processes
• 2. Analysed opportunities and constraints in
  using CIT and selected CIT appropriate to the
  learning situation
• 3. Designed a learning resource, programme or
  activity to integrate appropriate CIT
• 4. Implemented a developed strategy
• 5. Evaluated impact of the interventions
• 6. Disseminated and embedded the findings of the
  evaluation

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SEDA ELT Award

• Aims of a programme
• support individuals and teams of staff
• recognise the professional contribution and
  achievements of those staff
• enhancing the quality of learning for students

• advance scholarship, promote action research,
  evaluation and reporting of outcomes
• promote the SEDA professional values
• develop local support frameworks in participating
  institutions
• facilitate the sharing of best practice across
  institutions.

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Recognition Process

• Recognition has two parts
• an institutional part
• a programme recognition for a named award

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Institutional Recognition

• how PD needs are identified
• how programmes are developed to meet these needs
• the location of programmes in the institution
• links between programmes
• a review of strengths and weakness

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Programme Recognition

• SEDA are satisfied that the programme
• 1. demonstrates the seven underlying principles
  and values, each of the nine outcomes
• 2. involves an appropriate mix of
  self-assessment, peer assessment and tutor
  assessment
• 3. is acceptably externally examined and / or
  moderated
• 4. has a procedure for dealing with appeals
  against accreditation decisions
• 5. has an internal procedure for regular review
  and quality assurance of the programme

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The recognition process

• 1. Contact, information and advice
• 2. Registration
• 3. Mentoring
• 4. PDF Events
• 5. Documentation
• 6. Recognition visits and events
• 7. Recognition outcome

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ELT and institutional change
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Embedding LTs levels of development
institutional development
students learning effectively with LTs
development programmes and opportunities for
staff

• staff involved in curriculum development

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Individual process
(7)continuing professional development
(2)analyse
(1)review
(3)plan
(5)evaluate
(6)disseminate
(4)implement
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Recognition for staff
Institutional Programmes
Publication/ dissemination
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Institutional process
institutional research/auditing consultation
evaluate impact of changes
(2)analyse
(1)review
(3)plan
(5)evaluate
strategic planning to overcome constraints
(6)disseminate
(4)implement
embed and scale up new practices
promote and support LT innovation
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Institutional embedding
institutional
top down processes
bottom up processes
individual
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Developing expertise (bottom up)

• Developing a cohort of experience learning
  technology users in departments/faculties
• Ensuring learning technologies are integrated
  into SEDA/ILT programme
• Organising lunch-time seminars for staff to talk
  about their innovations
• Networking opportunities (discussion list,
  newsletter, RD seminar...)

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Developing expertise(top down)

• Promoting research and development
  (organisational, educational and technical)
• Developing information/knowledge management
  systems
• Providing a single gateway to relevant know-how
  and expertise

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Key institutional parameters

• status of learning and teaching
• commitment to professional development
• integration of LT / LT strategies
• infrastructure including networks, IT, LT, MIS
  and admin systems
• student LT and general learning skills
• innovations funding and support
• LT support staff

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Whats right at your institution?

• Analyse features of your institution by
• auditing (see e.g. the JISC institutional audit
  tools)
• using the ELT guidelines
• asking questions, interrogating institutional
  documents and data
• supporting institutional LT research
• Move things forward by
• developing partnerships and collaborations
• running workshops and dissemination events
• carrying out a consultation exercise

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• Different models of Institutional programmes for
  embedding learning technologies

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Plymouth

• 30 credits at M-Level - part of Diploma or MEd
• individual project or APEL based
• Features
• negotiated learning agreements
• individual support
• face to face workshops and tutorials
• on-line activities and learning set
• includes lecturers, support, managers

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Southampton

• Integrated into the teacher certificate course
• Features
• collaboration between participants
• shared work load
• applying existing research findings
• support from mentor/colleague
• establish cognate groups

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UNL

• Optional pathway through PGCert resulting from
  integration of LTS and TLHE.
• Features
• sessions on CIT applications
• individual projects
• strong strategic drive
• faculty mentor/central support