Horses for Courses: a comparative

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• Horses for Courses a comparative
• approach to developing staff use of
• technology.
• Three Models
• Sally Bradley, Jane Carne,
• Fran Beaton, Pam Parker
• SEDA Annual conference 2011

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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

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And non-traditional technology enhanced learning!
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University of Kent Model

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

PGCHE Technology Module Provides academic study
and critique   Includes a focus on developing
own professional practice.
Learning Technology Team Provides practical
support and advice on all aspects of e-learning
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 A way of viewing your use of technology and
where to develop next.
Core technologies (centrally supported) to deliver current courses at Kent.    VLE Turnitin e-resources / reading lists /CLA audio /video resources MyFolio Peripheral technologies ( available to trial)   Clickers Flip cameras Mp3 players Lecture Capture Etc......
Developing new courses and curriculum (consultancy available for design technology advice )   Distance/ Blended /flexible learning P/T or WBL students Innovative / cutting edge /high risk (help with set up and research)     e.g. Teaching philosophy with Second Life
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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

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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, wikis,
  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

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Other activities to support staff using
Technology

• Showcase and Practice
• All our events have a mix of
• both face to face projects
• /activities and technology
• Our awards schemes
• recognises projects that
• enhance learning and
• encourages the blended
• approach
• The MILL

• School Liaison Teams
• Each school has both an
• academic and a learning
• development consultant to
• work as a team helping
• schools with their learning
• and teaching activity

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• Over to you
• In groups identify the models used in
• your own institutions

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Challenges and Benefits
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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

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• 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. 
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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)

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Benefits

• High quality independent project work
• Goes to next level
• Generates confidence
• Increases spread of champions across university
• Privileges educational purposes over the tool

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• Challenges

• Benefits

• 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

• 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

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• Back in your groups
• What are your challenges, benefits and tips for
  educational developers?

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Thank you!