Changing Values in Higher Education

Editor's Notes

• #3: Who are they??? Do straw poll to see balance of participants from various sectorsHEIsPrivate sector) involved directly in planning or delivering staff development
• #4: SEDA Embedding learning technologies ( ELT)Created learning opportunities that are authentic, reflective, collaborative and achievableUnderpinned by appropriate pedagogical model
• #7: 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.
• #8: Our Blog - http://eltroehampton.blogspot.co.uk/
• #9: 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.
• #12: Staff Development Action Group – Brian not Phil is on that with Bridget
• #13: 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
• #15: 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
• #17: 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
• #18: 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”
• #19: 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
• #20: Types of Projects
• #23: 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
• #24: Activity – where does this go?
• #25: 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
• #26: 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
• #29: 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.
• #30: 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
• #32: Do we want to refer to the TalisAspire reading list e.g. the categories on the
• #34: 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
• #35: 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