Changing Values in Higher Education
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This document describes a SEDA course designed by Brian Kilpatrick and Bridget Middlemas to encourage staff to embed technologies more effectively. The course used the SEDA Professional Development Framework and was delivered over 10 weeks with blended learning. Participants completed projects to implement and evaluate a technology. Action learning sets and JISC tools like Moodle supported reflection and skills development. The goals were to enhance the student experience through technology and advance professional practice around e-learning.
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Changing Values in Higher Education
- 1. Changing Values in Higher Education Brian Kilpatrick & Bridget Middlemas University of Roehampton, London
- 2. Who are we? Brian – Technical Development Manager & eLearning Advisor: Learning Services Bridget – Senior Lecturer in Learning & Teaching: Learning and Teaching Enhancement Unit (LTEU) Both of us have staff development roles at our university; working across the whole campus with a range of academic and academic-related staff
- 3. Aims of this session To give you an overview of a SEDA course which we designed to encourage a wide range of staff to embed technologies more effectively in their day to day practice To identify the factors/processes which will ensure that a similar educational development activity in your HEI can be effective To consider the benefits of similar professional development activities using the SEDA framework
- 4. Changing Values in Higher Education? HEA – developing academic and support staff; enhancing the student learning experience NUS – value of student engagement UKPSF – professional values JISC – enhancing the use and uptake of technologies QAA – institutional enhancement SEDA – professional development Impact of these on our own institutions?
- 5. SEDA values underpinning our course 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 Continuing reflection on professional practice 6 Developing people and processes
- 6. JISC project: Transformations Programme - supporting institutions to “effect large scale institutional change”, underpinned by ICT – Strand A SEDA (Staff & Educational Development Association) We run short CPD courses for staff based in SEDA’s Professional Development Framework, which is closely aligned to the UKPSF
- 7. Delivering Transformational Change JISC Transformations programme Aimed at supporting institutional staff across 57 university projects to effect large-scale organisational change, underpinned by ICT, where there is an objective to: enhance student experience improve operational efficiency enhance organisational capability for business and community engagement SEDA Professional Development Framework (PDF) SEDA's PDF provides recognition for higher education institutions, their professional development programmes and the individuals who complete those programmes. It uses a range of named awards to recognise different types of professional development.
- 8. SEDA Courses at Roehampton Introduction to learning and teaching in higher education Supervising doctoral students Student engagement Developing professional practice Embedding learning technologies Further information at: - http://www.seda.ac.uk/?p=3_1_10_1_4
- 9. Professional Development Framework URRAP URRAP is a scheme we have developed to allow all staff in an academic or academic- related post to have their experience and expertise recognised. This scheme forms part of the University of Roehampton Professional Development Framework and is mapped against the UK Professional Standards Framework (UKPSF) and accredited by the Higher Education Academy (HEA)
- 10. URRAP & HEA recognition Evidence of experience and expertise at Descriptor 1 allows for recognition as an Associate Fellow; Evidence of experience and expertise at Descriptor 2 allows for recognition as a Fellow; Evidence of experience and expertise at Descriptor 3 allows for recognition as a Senior Fellow; Evidence of experience and expertise at Descriptor 4 allows for recognition as a Principal Fellow.
- 11. Institutional strategies & policies Learning and teaching … new strategy 2013-2018 Staff Development Action Group Working closely with our HR Department and the Academic Office Induction, appraisal & CPD processes
- 12. Course: SEDA - Embedding Learning Technologies (pilot) Course Aims: To aid participants to enhance the student learning experience, particularly by the effective use of technology To support individuals in embedding a range of learning technologies effectively into the student learning experience To advance professional practice by promoting scholarship and research in e-learning and e-teaching, including the evaluation and dissemination of initiatives To encourage the development of learning communities sharing the SEDA Professional Values To facilitate the sharing of effective practice within the University of Roehampton and across other Higher Education institutions To recognise these achievements through a nationally recognised professional award
- 13. What is our vision? Developing staff who: display confidence and engagement with existing and new technologies demonstrate empathy with and an understanding of cultural practices in different professional domains are able to communicate across institutional contexts and through appropriate media can facilitate shared approaches to embedding learning technologies foster an understanding of what it means to successfully embed a learning technology through helping others to develop new skills and behaviours Anticipated outcomes include: Developing a shared approach to implementing technology enhanced learning design Foster collaborative partnerships Enhance staff development for digital literacies and small scale project management Embed SEDA ELT course in UKPSF Enable all staff to communicate change effectively Create opportunities for development of new tools Enhance staff and student experience
- 14. Developing the course Developed using the SEDA PDF (Professional Development Framework) – common sets of Values, & Core Development Outcomes and own set of Specialist Outcomes Externally validated by peers (SEDA “Recognisers”) Iterative design process: designing & planning was jointly undertaken between Learning Services and LTEU Collegiate - 4 tutors: 3 from Learning Services and 1 from LTEU; all 4 tutors delivered f-to-f taught sessions o the course
- 15. SEDA Timeline week Tasks / activities for SEDA “ Embedding Learning Technologies” Pre-start Interview to discuss suitability of planned project 1 On-line week, based on Moodle our VLE 2 Taught session, (whole day) 3 & 4 Reading JISC and related literature; reviewing websites 5 Taught session, start “ action learning sets” of 4-6 participants ( half day) 6 & 7 Working on project; tutorial support if required; Moodle activities to complete; meet members of their own action learning sets 8 Taught session, half day 9 Project work & tutorials; prepare final presentation ready for hand-in 10 Final taught session Post- course Hand-in project and all coursework; feed back to colleagues teams on progress / recommendations for future practice
- 16. Structure of the course 10 weeks*, blended learning Supported through: 4 x taught sessions, Action Learning Sets, tutorials, and weekly(ish) podcasts/screencasts Assessed activities Implementation and evaluation of a project Reflective Portfolio demonstrating how SEDA values and outcomes are met Reflective, peer reviewed reading log CPD “actions” log – where do they go from here
- 17. Participants E-learning Advisers E-leaning systems administrator Assistant Registrar Departmental Administrator Programme Administrator Learning Development Librarian Some of these staff would be delivering the next iteration of this course Cross institutional & department roles Emergent opportunities and projects All directly support influence and enable the student experience Who? Why?
- 18. Why a project? SEDA ELT - Specialist Outcome Motivation and ownership - Authentic experience- related to the role Project plan - Opportunity to use JISC tools Community of practice - Opportunity for embedding a technology through participative and reflective learning Developing a shared institutional approach to embedding technology – whose responsibility is this? Assessment – tangible measureable outcomes with deliverables
- 19. My project is looking at Training and Development for administrators through a peer support programme. This is planned to be implemented through self evaluation exercises, small group exercises to share best practice, online sessions and feedback opportunities. My project is based around the development of fully and partially online classes, and how these can best be supported by department administration. My project will focus on looking at the Moodle quiz tool which is widely used within the departments I support for both formative and summative assessment. I would like to establish and document processes and procedures for using this tool more effectively . My project is to develop a distance or blended learning course, for new staff in particular, that will induct them in the effective use of Roehampton's key learning technologies namely, Moodle and Turnitin. My project is to use video clips (screen capture and digital film) to go alongside written information, to encourage students to familiarise themselves with important processes/policies within the university. .
- 20. Demo – Course Overview
- 22. Digital Literacies Baseline survey Information about them – their role and core duties; tech they own; level or experience or expertise Access to devices/technology – what they have access to; context: home/work/both Skills and personal capabilities – reflections and confidence in their own capabilities [to use technology] across different contexts Practices – their ways of thinking and acting Attributes About them as a learner – approaches to discovery; developing new skills; opportunities for using tech; barriers and perceptions; how they can influence others to use tech Their Digital toolbox – what do they use
- 23. Attributes/ Identifies I create a learning environment that suits me, with an awareness of my needs and preferences including ICT preferences I plan my own learning journey, using technology to access opportunity, showcase achievements, and reflect on the outcomes I design original projects, problems and questions that are meaningful to me and others I am a critical reader of messages in different media, and a critical user of different technologies I judge digital resources, environments, networks and opportunities for their value to me and others I behave ethically in contexts where the digital is blurring boundaries, and with an awareness of digital rights and safety ICT capabilities Information/media capabilities Learning/thinking capabilities Practices (ways of thinking and acting) I choose, use and blend technologies to suit my needs I explore the capabilities of technology I personalise technologies and services I share ideas and express myself in a variety of media I choose, use and blend media for communicating ideas I repurpose, adapt and re-edit content for a variety of audiences I scope research questions and creative projects, and use information to address them I study under my own initiative and in the ways that suit me I participate in learning communities and groups I build knowledge collaboratively I solve complex problems using appropriate ICT tools Skills (personal capabilities) I can: use search engines, online services, data, analysis tools use a range of media-capture devices use a range of editing applications use communication and presentation tools use professional and academic (subject- specific) tools I can: locate and access information compare, evaluate and select information organise and manage information apply information to problems and questions analyse and synthesise information communicate information I can: take notes complete and submit assignments construct arguments solve problems manage my time and tasks evidence, cite and reference appropriately read and write academic content use number appropriately Functional access I have access to: networked device + range of apps robust networks media devices e.g. camera, phone specialist hardware or software for my course assistive technology that I need I have access to: information sources and services learning content my preferred media I have access to: learning opportunities learning resources peers and learning groups teachers, mentors and experts a space for learning the time to learn JISC Digital Literacies Development framework: Learners perspective
- 24. Persona Activity Extreme representations of users Develop understanding of other’s perspectives/behaviours/actio ns in relation to a specific issue Adopt persona of a different role: The academic The student Senior manager Support/Admin staff Visualisation of archetypes: explore motivations; their
- 25. Visitor/Resident Activity Based on model devised by White and Le Cornu Using metaphors to reflect on how their current relationship to using technology How that might inform/drive their approach to planning, implementing and embedding technology Understanding fluidity and context i.e. one may be a digital resident in your professional life, but a visitor in your private life
- 27. What happens in an action learning set? An action learning set is a group of six to eight people who meet regularly with a facilitator. They contract to meet – usually for four to five times. Most learning sets are made up of peers who work at similar levels of responsibility. At the end of the contract the set decide if they want to continue to meet They may decide to continue to work with a facilitator, on their own or they may disband
- 28. Why Action Learning Sets? Proven to be an effective process for helping people to think through problems and to identify solutions Appropriate method to fulfil some of the SEDA Values & Outcomes Maintain momentum Opportunities for individual participants to have a very specific focus on their project/issues Commonly used across sector/between institutions and with students at PG/Doctorate level
- 29. What tech? Course delivery – Moodle learning management system Reflections: Blog feature in Mahara, university’s e- portfolio system Literature Review / Peer Assessment exercise: Turnitin – online marking/feedback tool Resourcelists: TalisAspire Solar powered monkey by Miikka Skaffari
- 31. Making effective use of JISC tools Reflective activities, in groups or alone Focused on developing an understanding of how people learn Supporting project work Developing understanding of CPD development needs Developing understanding of own digital identity Tools By Dan Shouse
- 32. Which tools? Project management - Jisc infoNet – used specifically when creating their project plans and in particular reference to defining outcomes, stakeholder risks Evidencing change - Jisc infoNet – we structured an activity around the digital story telling/project dissemination around this infokit Planning a participatory workshop - Jisc infoNet – many of the projects are planning to have a workshop event and we recommend this tool to assist in planning that activity Influencing others - Jisc infoNet – a recommended infokit for the darker arts!!
- 33. Analogous developments Changing the Learning Landscape - Strategy Implementation Programme Aim – Working in tandem with the Deputy Provost Strategic Change Programme to build capacity in staff and student leaders who make a major contribution to the planning and implementation of the utilisation of learning technologies Those staff would “provide leadership and management of the changes necessary for the organisation to embed these in practice” http://www.lfhe.ac.uk/en/programmes-events/your- university/cll/index.cfm HEA Transforming Assessment in Higher Education Pilot Scheme a national scheme aiming to transform assessment in higher education http://www.heacademy.ac.uk/resources/detail/assessment/Transf
- 34. Aims of this session To give you an overview of a SEDA course which we designed to encourage a wide range of staff to embed technologies more effectively in their day to day practice To identify the factors/processes which will ensure that a similar educational development activity in your HEI can be effective To consider the benefits of similar professional development activities using the SEDA framework
- 35. References and resources SEDA ELT Course Reading List Project management - Jisc infoNet Evidencing change - Jisc infoNet Planning a participatory workshop - Jisc infoNet Influencing others - Jisc infoNet Transformations Programme - Programme Strand A - Enhanced student experience SEDA Professional Development Framework – Embedding Learning Technologies Visitors and Residents: A new typology for online engagement - David S. White, Alison Le Cornu HEA Transforming Assessment Project
- 36. Changing Values in Higher Education Brian Kilpatrick & Bridget Middlemas University of Roehampton, London Contact: lteu@roehampton.ac.uk
Editor's Notes
- Who are they??? Do straw poll to see balance of participants from various sectorsHEIsPrivate sector) involved directly in planning or delivering staff development
- SEDA Embedding learning technologies ( ELT)Created learning opportunities that are authentic, reflective, collaborative and achievableUnderpinned by appropriate pedagogical model
- Strand A of the Transformations Programme (programme runs from November 2011 to July 2013) - Programme Strand A - Enhanced student experiencehttp://www.jisc.ac.uk/whatwedo/programmes/transformations/stranda.aspx I this is referred to in the next slide sort of…Julie’s Summary of the projectRoehampton University will encourage staff technology champions to move from being adopters of new technology processes and tools, to actively promoting their adoption more widely. It will do this by developing a SEDA CPD course in Embedding Learning Technologies 24with JISC tools. Unless this problem is addressed, effective technology tools will remain with the champions. This project looks specifically at the relationship between administrators, students and academics and how they change in response to using new technologies.
- Our Blog - http://eltroehampton.blogspot.co.uk/
- Should this be - http://www.seda.ac.uk/?p=3_1_10_1_4 ?Named Award from SEDA - Embedding Learning Technologies IntroductionThis is one of the named awards available through SEDA’s Professional Development Framework. It is relevant to all staff involved with learning technologies as part of their professional work, including those teaching or supporting student learning with technology, those supporting teachers or other staff, and those aspiring to using technology in these roles. AimsTo support individuals in embedding learning technologies effectively into the curriculum or support for learningTo recognise these professional achievements To advance professional practice by promoting scholarship and action research in e-learning, including evaluation and its reporting To enhancing the student learning experience, particularly by enabling greater flexibility and widening opportunities To encourage the development of learning communities sharing the SEDA professional valuesTo facilitate the sharing of effective practice within and across institutions.
- Staff Development Action Group – Brian not Phil is on that with Bridget
- Previous SEDA Course: SEDA Certificate in Professional Practice (April-Sept 2010)EMBED-IT Programmehttp://www.work-with-it.org.uk/EmbeddingWWIT/RoehamptonSEDA.aspxSEDA Certificate in Professional Practice ran from April to September 2010 for 15 participants all of whom had new roles as part of the restructure process. The outcomes of the pilot suggest that such a development programme which provides flexibility and professional recognition while recognising the human aspect of engaging with new processes can be a valuable vehicle for managing change. Enhancing capacity for more effective working with IT was also central to the pilot. Programme AimsTo aid participants to enhance the student learning experience, particularly by the effective use of technologyTo support individuals in embedding a range of learning technologies effectively into the student learning experienceTo advance professional practice by promoting scholarship and research in e-learning and e-teaching, including the evaluation and dissemination of initiatives To encourage the development of learning communities sharing the SEDA Professional ValuesTo facilitate the sharing of effective practice within the University of Roehampton and across other Higher Education institutionsTo recognise these achievements through a nationally recognised professional award
- SEDA Professional Development Framework Externally validated – thorough process; designated day; interviews; submission of tutors credentials etcCollegiate – jointly developed with colleagues from Learning Services and the Learning and Teaching Enhancement UnitIterative – whilst the course had not actually been delivered before, as Bridget mentioned earlier, we’ve planned at least 2 earlier incarnations of a similar course as it has been a long standing ambition of our respective departments to bring this to fruition Comments/observations:Took longer than we thought!! Had hoped to start the course within the first term but this was pushed back to the beginning of February – why: adjustments to the plans based on the external’s recommendations and caveats developing courses at the start of a very dense term is difficult when day to day work commitments are generally at their peak design by committee – has it own challenges and has its own “pace” Participation by invitation – the first round of participants were invited
- Programme AimsTo aid participants to enhance the student learning experience, particularly by the effective use of technologyTo support individuals in embedding a range of learning technologies effectively into the student learning experienceTo advance professional practice by promoting scholarship and research in e-learning and e-teaching, including the evaluation and dissemination of initiatives To encourage the development of learning communities sharing the SEDA Professional ValuesTo facilitate the sharing of effective practice within the University of Roehampton and across other Higher Education institutionsTo recognise these achievements through a nationally recognised professional award* As this was a pilot the initial intention was run the course over a 10 week period but this has been extended as the academic year has very specific “pinch points” around examination periods and so this extended
- I want to explain the nature of the relationships on the course briefly and how this has brought together people with have worked with for (in same cases ) a number of years into a context that is very different and challengingAlso that these posts are quite influential in the success of projects, often at the periphery of the decision making, but usually expected to “make it so”
- Specialist Outcomes 5 Conduct a review of IT (literature of practice) in learning and teaching and show an understanding of the underlying educational processes6 Analyse opportunities and constraints in using this technology7 Develop or select or design an application for the learning technology and plan its integration into a learning situation8 Implement the planned design9 Evaluate the impact of the implementation on the student learning experience and the people involved and recommend possible future or wider developments
- Types of Projects
- Results from the survey were used for inclass activities, anonymised and use for 2 specific discursive activities:Reflecting on how we as individuals approach learning new technologiesBegin the process of thinking towards the opportunities for their projects
- Activity – where does this go?
- Persona exercise instructionsPersonas are extreme representations of users, that may help you to think through how a particular group of people may behave, think and act in relation to a specific issue . Imagine that e-assessment has been made a compulsory requirement across the institution. Our question is, how will each persona interact with the new technology and processes.Each group will be creating one persona and explore how they will react to this scenario. Use your real life experiences of the people you know and work with, or use your imagination but keep it real!Group 1= AcademicGroup 2 = StudentGroup3= Senior ManagerGroup4= Support or administrative staffIn groups, use the next 30 minutes to minutes to:1) Create a visual image of how your archetypical persona engages with technology . What are they like as a person, what are their goals in life and at work? Think of a demographic and their experience in their role. What kind of activities are they likely to engage with in the digital world and which tools do they use ? How much time to they spend on the web for work, in professional and/or personal contexts? How might this person learn new skills? Use the mapping document to plot this if it helps.2) Develop the persona by thinking about what might motivate the person to engage with the technology ( e-assessment) , what might be the grounds for frustration?3) Identify the challenges this persona would pose for you as the people who are charged with embedding the new processes and technology for e-assessment? What could you do to support this person effectively?4) Start thinking about implications for your own projects, how are you going to convince people of the benefits of the projects, what might put them off?Use flipchart, post it notes and pens
- Visualising your digital identity (Visitor Resident model)You have already reflected on your ability to access to and your use of a variety of technologies and social media applications in your work or private life. This exercise invites to think further about the ways in which you inhabit the digital environment through your practices and behaviours.A useful metaphor for examining your position is that of the digital resident and the digital visitor, as developed by White and Le Cornu. In short, digital residents are those who live on the web and leave visible digital footprints, through sharing their views by writing blog posts or leaving comments on social media sites. Visitors are those who drop by, shop or look for information, pay a bill , but do not regard the web as a space where social interaction really happens. The concept is fluid, as you may be a digital resident in your professional life, but a visitor in your private life. Exercise:1) Map your use of technology and engagement with the web in terms of visitor and resident, at work or at home.2) In your group compare your maps and discuss where you are similar or different.3) Feedback to class
- Each person will have about 20 minutes (depending on number of people in the group) in which the group engages with their issues. There are three roles that will be rotated amongst the group until everybody had a chance to presentPresenter –concentrate on one or two of the most important issues you want to discussNote taker – does not ask questions, but concentrates on taking good notes and summarising discussion Time keeper – must ensure that the schedule is adhered to and give warning if danger of running over. The process works as follows:5 minutes to describe the progress of your project so far , and to highlight one or two issues you have come up against or want to think about furtherthe note taker will capture main points5 minutes in which the group will ask you open questions for clarification– the note taker will capture Q& A on post-it notes5 minutes, that is 1 minute per members of the ALS to make one or two point for person to take away- the note taker will capture point on post it notes1 minute for person presenting the issue to identify actions to take away. - the note taker will capture actions on post it notes 2 minutes for the note taker will summarise the main points of the conversation -the note taker will hand over all post it notes to presenter Guidance on open questions:These are questions not requiring a yes or no answer. They usually begin with ‘how’, ‘what’, ‘when’, ‘where’ ‘who’, ‘why’ or ‘tell me about’. They encourage the person you are listening to; to talk and explore the topic you are discussing or involving them about.
- We planned the course to make use of some key/core university systems that are used to support learning and teaching We adopted a fairly light touch in terms of giving participants directions or training in using some of the systems, in particular the e-portfolio platform – not in any desire to “design in” problems but to have a process which was real, be that with frustrations that we all experience when learning new technologies and as an experience that should feed into their reflections
- Do we want to refer to the TalisAspire reading list e.g. the categories on the
- In this programme we aim:To provide the participants with the knowledge of how major change projects in a technology context are led and managed successfully in organisations To develop an understanding of how to provide leadership to individuals and teams and how to exert influence so that the required changes are embedded in an organisationTo provide the participants with the knowledge of how social media and learning technologies are utilised effectively in the UK and across the world, especially in an increasingly BYOT (bring your own technology) environment To expose participants to the utilisation of learning technologies through application within the context of the programme, and through experiencing their use in institutions in the UK and elsewhereTo help participants become aware of procedural, technical, legal, pedagogical and developmental changes that may be required in order to make effective progressTo create a network of leaders and practitioners that will form a mutual source of support in the implementation of their plans
- SEDA Embedding learning technologies ( ELT)Created learning opportunities that are authentic, reflective, collaborative and achievableUnderpinned by appropriate pedagogical modelCredit bearing TransferableAward and RecognitionFeed into staff induction processesSupport appraisal processesFactorscollaborative really helpsExternally validated/peer reviewed/QA – credibilityAlignment with CPD framework