Thinking about the role of technology in the course

Dr Greg BenfieldOxford Centre for Staff and Learning Development

Oxford Centre for Staff and Learning Development A reminder about

assessment and feedback

Formative use of CAA stands out as a rare application of e-learning leading to measurablemeasurable impactimpact on student performance (Sharpe et al 2006)

Oxford Centre for Staff and Learning Development Extended, technology-

enhanced assignments

http://www.brookes.ac.uk/schools/education/arts/diaries/home.html!

http://blogs.warwick.ac.uk/groups/en-all

http://core.mwbrookes.org.uk/

E.g. student journals using blogs

Oxford Centre for Staff and Learning Development …. or e-portfolios to assemble and

present artifacts from extended tasks

Oxford Centre for Staff and Learning Development Wikis for collaborative

authoring and presentation

Annotated bibliographies

Student research journals (Geoverse)

Collaborative student projects

Oxford Centre for Staff and Learning Development Learner experience

studies (c 2010)• 9 JISC Learner

experiences of e-learning projects over 4 years

• ELESIG special interest group reaches 1000 members

Oxford Centre for Staff and Learning Development Growing body of

technology use studies

Oxford Centre for Staff and Learning Development Key messages

• Enormous diversity• Institutional context highly influential

Oxford Centre for Staff and Learning Development Aspirations

E.g. JISC Innovation Programme: Call for Projects in Developing Digital Literacies*

“A vision for digital literacies” including • digitally literate graduates, who

“are skilled users of digital information, whether scholarly or professional, public or personal. They move readily between virtual and face to face environments, and across boundaries of national and professional identity, when collaborating with others.”

• digitally literate organisation(s) that“treats the digital know-how of its members, staff and students alike, as a critical resource to be routinely audited, progressed, used in a range of multi-role teams, recognised and rewarded.”

* http://www.jisc.ac.uk/fundingopportunities/funding_calls/2011/04/grant411.aspx

Oxford Centre for Staff and Learning Development The SLiDA Project

How are institutions creating and enabling opportunities that promote the development of effective learning in a digital age?

Teaching studio in use, University of Edinburgh

Oxford Centre for Staff and Learning Development Key findings from SLiDA

WHAT are institutions doing to support the development of learners for a digital age?

1. Preparing students for their experience of learning with technology

2. Enabling learners to use their own devices and services

3. Reconfiguring campus spaces for social learning

4. Listening to learner voices

5. A strategic emphasis on course design for blended learning

Oxford Centre for Staff and Learning Development 1. Preparing students

Digital and learning literacy induction session for all full time students

(E.g. Abingdon and Witney College )

Oxford Centre for Staff and Learning Development 5. course design for

blended learningStrategic learning and teaching focus, embedding

digital literacies development in the curriculum through blended learning course design

(E.g. London Metropolitan University, Oxford Brookes University, University of Salford, University of Wolverhampton)

Oxford Centre for Staff and Learning Development Entitlements

E.g. 6 Blended Learning entitlements at University of Wolverhampton

‘Minimum digital learning resources’ requirements in other institutions

Oxford Centre for Staff and Learning Development Graduate attributes

E.g. Oxford Brookes Digital and information literacy:

• being confident, agile adopters of a range of technologies for personal, academic and professional use (Examples)

• using digital tools to reflect on and record learning and professional and personal development (Examples)

• engaging productively in relevant online communities (Examples)

Oxford Centre for Staff and Learning Development Task

In programme groups:

• Write down a rationale for the use of technology in your course

• Identify one or more key examples of how technology is/will be used in this way

Oxford Centre for Staff and Learning Development References

Biggs, J. (2003). Teaching for Quality Learning at University Second Edition. Maidenhead, Open University Press.

Browne, T. and Jenkins, M. (2003). 'VLE surveys: a longitudinal perspective between March 2001 and March 2003 for Higher Education in the United Kingdom.' UCISA. online http://www.ucisa.ac.uk/groups/tlig/vle/vle2003.pdf, accessed 12 November 2003

Catley, P (2005). ‘One Lecturer's Experience of Blending E-learning with Traditional Teaching or How to Improve Retention and Progression by Engaging Students’. Brookes eJournal of Learning and Teaching, 1(2) online at http://www.brookes.ac.uk/publications/bejlt/volume1issue2/academic/catley05_1.html!

Collis, B. & Moonen, J. (2005). An On-Going Journey: Technology as a Learning Workbench. [Online] at http://bettycollisjefmoonen.nl/Book-Learning-Workbench-V2.pdf

Conole, G., De Laat, M., Dillon, T. and Darby, J. (2006, November 2006). "JISC LXP: Student Experiences of Technologies Draft Final Report." November 2006.[Online] Retrieved 20 Nov, 2006, from http://www.jisc.ac.uk/media/documents/lxp_project_final_report_nov_06.pdf.

Creanor, L., Trinder, K., Gowan, D. and Howells, C. (2006, August 2006). "LEX: The Learner Experience of e-Learning Final Project Report August 2006." [Online] Retrieved 2 November, 2006, from http://www.jisc.ac.uk/uploaded_documents/LEX%20Final%20Report_August06.pdf

DfES (2005) 'Harnessing Technology: Transforming learning and children's services'. Online at http://www.dfes.gov.uk/publications/e-strategy/

HEFCE (2005). HEFCE strategy for e-learning, online at http://www.hefce.ac.uk/pubs/hefce/2005/05_12/

JISC (2003). 'Virtual and Managed Learning Environments.' Joint Information Systems Committee. online at http://www.jisc.ac.uk/index.cfm?name=issue_vle_mle , accessed 25 August 2005.

JISC (2004). Effective Practice with e-Learning: A good practice guide in designing for e-Learning. Bristol, JISC. Online at http://www.jisc.ac.uk/uploaded_documents/jisc%20effective%20practice3.pdf

Oxford Centre for Staff and Learning Development References cont’d

JISC (2005). Innovative Practice with e-Learning. Bristol, JISC. Online at http://www.jisc.ac.uk/uploaded_documents/publication_txt.pdf

JISC. (2007). "Student Expectations Study: Key findings from online research and discussion evenings held in June 2007 for the Joint Information Systems Committee." [Online] Retrieved 10 September, 2007, from http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf

Laurillard, D. (1993). Rethinking University Teaching-A framework for the effective use of educational technology. New York, Routledge.

Laurillard, D. (2002). Rethinking University Teaching-a conversational framework for the effective use of educational technology. London, RoutledgeFarmer.

Mayes, T and de Freitas, S. (2004) Review of e-learning theories, frameworks and models. JISC. Online at http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf

Sharpe, R, Benfield, G, Roberts, G and Francis, R (2006). "The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy." Retrieved 3 October, 2006, from http://www.heacademy.ac.uk/research/Sharpe_Benfield_Roberts_Francis.pdf

Salaway, G., Caruso, J. B. and Nelson, M. R. (2007). "The ECAR Study of Undergraduate Students and Information Technology, 2007." [Online] Retrieved 9 October, 2007, from http://www.educause.edu/ir/library/pdf/ers0706/rs/ERS0706w.pdf