Share and Inspire Workshop with Helen Beetham1 Active – Inclusive - EngagedThese three words were taken from the University of Worcester’s Technology Enhanced Learning Strategy and presented back to use at the workshop held on 3rd February 2016 by writer, researcher and educational consultant Helen Beetham.HOW CAN DIGITAL TECHNOLOGY SUPPORT OUR ASPIRATIONS FOR LEARNING? This was the question posed to the workshop, which was attended by twenty members of staff from a range of academic institutes and support services from around the University.In order to explore this question we took part in a number of activities which provoked and inspired our thinking around a range of issues related to Technology Enhanced Learning.

2 Negative engineering for learning design

Thinking about what doesn’t work will inevitably give rise to what does work so our first task was to think about designing a learning activity with was NOT engaging, creative and authentic.

HERE ARE SOME OF THE OUTCOMES OF THIS TASK: Don’t tell the students how to access the technology

Give them technology that doesn’t work Optional participation

Staff “opt out” One summative exam – no formative assessment – easy or ridiculously hard!

Don’t give students the opportunity to use the technology – just tell them about it

No support during the programme Poor instruction or guidance No discussion – no questions

One way to do the task – no flexibility Information overload

No structure

Once you start thinking about how not to do something it becomes obvious how things should be done so when we swapped papers and started adding strategies to counter the negative it became much clearer how best to design more engaging, creative and authentic learning activities.

3 Framing Digital CapabilityHelen’s work with the JISC Digital Capability project has provided a framework for looking at the digital capability of both individuals and organisations. The elements of digital capability are identified in the diagram below.

An example teacher profile which breaks down these capabilities into more specific skills can be found at this link: http://digitalcapability.jiscinvolve.org/wp/2015/11/10/framing-digital-capabilities-for-staff-deliverables/Also a copy of the NUS/Jisc Digital Student Benchmarking tool from this link: http://repository.jisc.ac.uk/6140/1/Jisc_NUS_student_experience_benchmarking_tool.pdfThese documents help frame the kind of things staff and students need to be able to do and at what level in order to be digitally capable.

Our next activity involved taking these capabilities and designing our own digitally capable staff or student - see the results below for some really creative ideas from the group.

4 At Worcester, what needs to change to build staff and student digital fluency?

Our final “paper chase” activity made us think about what needs to change to help build staff and student digital fluency. Using three broad headings, groups moved around the tables to add their ideas to those already put forward by the group Searchable Intranet

Compulsory addressbook with skills listed under namesTime and resources/investment provided by managers for

developmentUnified approach to digital literacy – spread across many

departmentsWhat is UW positions on online learning programmes? – needs

more clarity on priorities on what will/will not support and links to other strategies e.g. ICT

Who drives and at what level?Senior Management – speak and listen to staff/student needs

Senior management lead by example – they innovate and inspire too e.g. PVCs, VC, HoI etc

More than just rhetoricGenuine buy-in – understanding of student needs/staff wishes

How ‘core’ is digital learning to business?Recognition of additional value of individual staff

Consistent approach to student support – collaboration across support services

Library/elearning/student services in curriculum designRecognition of the time it takes to learn and put new things into

practice

Strategy and Leadership

before them – this was a fast-paced exercise which involved thinking quickly and getting suggestions down on paper before moving on.

Staff Development and Reward

Time to try and failOnline forum for sharing ideas, what worksEasier to find contact for those that know more!Course successful = more resourceTime (staff) PlaytimeTraining from specialist supportMandatory training every year – recognizedTraining and assessment of staffRequest for promotion or incremental awardStaff from library/e-learning seen as part of academic departmentDigital literacy conference or teachmeet on same level as UW L&T conferenceChampions and £ reward for being a championTraining on offer not always appropriate to needsMore emphasis on TEL competencies (PG Cert)More explicit in reward structure and incentive e.g. small project fundInnovation and good practice in L&T linked to appraisal and promotion/rewardEmbedded within student curriculum (driver for change)Strategic leadership and senior management buy-in and visionAppropriate levels of FT/PT academic and support staffingNot teaching up to the max/time to innovateCommunity of practice to share ideasInformation about who to contact re issuesResponsive to needs of staff (training)

Digital EnvironmentClassroom design re-think and access (timetabling)Wi-fi improvementSystems talking to each otherSingle sign on Approproate technology in all teaching areasPhysical space to try new technologyAccess to staff mobile servicesWider choice of devices supportedCommunication of available supportStaff intranetCommunities of practiceWeb server (storing html learning objects/large files0More computer labs – more flexible/capable spaceTeaching spaces not always appropriateStudents need to be aware of One DriveStaff need to be aware of One Drive and other publically available appsPersonal device from UWMore innovative tools beyond Blackboard/CamtasiaMore IT support for web development etc.Better lecterns/tech in teaching rooms