SEDA ConferenceLeeds, May 2013

What’s the value in a SEDA PDF programme? Developing change agents

in ‘third space’?

Who we are...

• Julie Hall• Bridget Middlemas• Anne Pietsch• Brian Kilpatrick

This session...

• identify the factors which will ensure that a similar educational development activity in

their HEI is effective• consider the professional development needs

of a wide range of staff who enhance student learning using ICT

• articulate the benefits of professional development activity underpinned by SEDA values

SEDA PDF – Embedding Learning Technologies

By the end of the course:• Evidence of engagement with SEDA values• Evidence of a project to embed learning

technologies• CPD actionAim : to provide space for admin/ student

support/e-learning staff to consider the ‘human’ dimension of moving towards greater use of technology in the post digital HE world

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

SEDA VALUES – using them to design a course and having them underpin the course...

ACTIVITY – take at least one value

A) What assumptions, challenges and opportunities does the value suggest – especially when considered by those who do not see themselves as educational developers?

B) How might we encourage people to interpret these values for their own particular learners and educational settings? Should we?

Feedback on the activity?

network.a.0003 by inconvergent

The problem

What does it mean being a professional tasked with enhancing students experience in a post digital university? How can we enable RU professional staff to become ‘third space’ professionals who promote new approaches to using learning technology and aid others in adopting them?

The Questions• Does the SEDA “Embedding Learning Technologies” course provide the

pedagogical framework to address the problem? • Which JISC tools can be used in the development process and as course

materials?

Aims• Develop an institutional approach to support and develop professional staff to be

leaders in enabling change• Increase and develop engagement with technology across the University• Enhance student (and staff) experience

Post Digital• More concerned with being

human, than with being digital

• Digital as a embedded part of our daily life

• Impact of technology on our interactions, culture, social structures

• Constant state of flux, change is the norm

• Break down traditional hierarchies

Post-digital Siri by moleitau

Bounded professionalsWork within clear structural boundaries (e.g.

function, job description)

“Show concern for continuity and the maintenance of

processes and standards, and by the performance of roles that were

relatively prescribed.”

Cross-boundary professionalsActively use boundaries for strategic

advantage and institutional capacity building

“Are likely to display negotiating and political skills,

and also likely to interact with the external environment.”

Unbounded professionalsDisregard boundaries to focus on broadly-

based projects and institutional development

“Undertake institutional research and development, drawing on external

experience and contacts”

Blended professionalsDedicated appointments spanning

professional and academic domains

“…quasi-academicroles, such as managing student transitions

or research partnerships”

Categories & characteristics of professional identity (Whitchurch, 2008)

Structure of the pilot course• 11 weeks, blended learning• Supported through Action

Learning Sets, tutorials, and weekly podcasts/emails

Assessed activities• Reflective Portfolio

demonstrating how SEDA values and outcomes are met

• Reflective peer reviewed reading log

• CPD requirement log• Presentation of Implementation

and evaluation of a project

Bowl with structured wall by Peter Remnemark

Embedding and evaluating a project

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 vest 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 effectively with a specific focus in outlying

key things lecturers should consider and do before rolling out a quiz or online exam.

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..

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.

Persona Activity• Extreme representations of users• Develop understanding of other’s

perspectives/behaviours/actions 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 approaches to learning

Last thoughts...SEDA Values

• Why might you run a similar SEDA pdf programme in your own university?

• Which departments could you liaise with to deliver it?• Can you foresee any challenges around a common

understanding of the SEDA values?