BLENDED&LEARNING&STRATEGY - University of … · BLENDED&LEARNING&STRATEGY & ... The&strategy&provides&a&roadmap&forincreasingthe&embedding&of&blendedlearning ... exposureto&exemplars,&implementation&strategies&and

Blended Learning Strategy 2014-‐2016

Original Version: 06 December 2013 Page 1 of 11 Current Version: 11 December 2013

BLENDED LEARNING STRATEGY Version Date Author Changes/Comments 0.10 6/12/13 Ian Wright 0.20 10/12/13 Kylie Readman Edits, addition of information on Faculty Academic Leads,

Innovation funding 0.30 10/12/13 Ian Wright Updated strategy outcomes, changes to Governance and

various other smaller edits. 0.31 11/12/13 Ian Wright Edits to Outline section, some tidying up of Governance area,

added L&T Week presentation requirement for Award winners.

1 STRATEGY DESCRIPTION, RATIONALE AND SCOPE

1.1 OUTLINE OF THE STRATEGY

Blended learning, “the fusion of educational technologies and teaching in physical and virtual environments to enhance the student learning experience” is the present and future for modern tertiary education. It is not an optional activity. It is fundamental to modern tertiary education.

Blended learning is critical to the future success of USC. Utilising the enormous potential of modern educational technologies and the connective possibilities of the Internet, together with informed and creative pedagogies, blended learning provides an opportunity to maintain and leverage USC’s existing strengths, while using technology to extend its reach, in terms of student numbers and geographically. By combining face-‐to-‐face teaching with the enormous flexibility and depth offered by contemporary technologies available to educators, USC can create a vibrant, engaging learning environment for our students that can significantly enhance their learning.

USC is committed to supporting staff and students in the transition to blended learning as the fundamental mode of delivery and to improving the quantity and quality of students’ engagement with learning using an appropriate range of digital and face-‐to-‐face activities to achieve the learning outcomes of courses and programs with greatest effect. To achieve enhanced quality of learning, effective student engagement and geographical reach requires significant input of resources for academic development, student support, infrastructure, content development and marketing.

The strategy provides a roadmap for increasing the embedding of blended learning across USC’s Programs and Courses, driven out of the Centre for the Support and Advancement of Learning and Teaching but predicated on shared responsibility with Faculties for the success of the Strategy.

1.2 INTENDED STRATEGY OUTCOMES

The intended outcomes of the Blended Learning Strategy for USC are to:

Systematically embed educational technologies that enrich the student learning experience specifically to:

• accelerate and deepen learning;• increase flexibility of access to, and participation in, formal and informal blended learning experiences;• advance graduate attributes within the curriculum;• align learning, teaching and assessment practices;• enhance communication by integrating collaborative tools for student-‐to-‐student, student-‐to-‐teacher

and student-‐to-‐content interaction, engagement and knowledge generation;



• support staff and students to work in technology-‐enabled learning spaces; • advance the use of mobile devices for learning;

Collaboratively develop protocols and practices for pedagogically sound blended learning experiences in large courses and multi-‐site environments;

Support and extend all academic teaching staff to achieve the digital literacies required for blended learning;

Provide direct support to students to enhance their engagement with technology enabled learning environments and enhance their capacity as independent learners;

Provide formal and informal opportunities for staff to learn about and engage with blended learning, learning spaces, simulation based learning and visualisation;

Develop and extend systems to support a greater degree of technology enhanced learning and implement systematic quality improvement mechanisms for blended learning;

Develop capacity to utilise data analytics to improve student experience resulting in retention of students and improved Program progression;

Improve learning outcomes resulting in higher student success, higher student satisfaction and a reduction in student attrition;

Demonstrate an increase in the adoption of blended learning as a core teaching approach at USC; and

Create greater consistency of student experience across courses and programs as a result of using blended learning strategies.

1.3 STRATEGY DELIVERABLES

The strategy deliverables are:

1.3.1 COURSE AND PROGRAM ENHANCEMENT

A. Evidence of a significant increase in the use of blended learning strategies and practices across Programs and Courses at USC.

B. An academic from the faculty who is the Faculty Leader working 1 day/week in the faculty to coordinate and support the strategy outcomes through curriculum improvement.

C. Engagement with academic staff reviewing Program and Course design to assist with selection, application and evaluation of appropriate blended learning strategies.

D. Promotion of consistency in pedagogy, design and blended learning strategy selection across Programs to provide a more consistent and predictable student experience.

E. Promotion of constructive alignment as a key principle underpinning adoption of blended learning strategies to enhance Course and Program Learning Outcomes.

F. Direct support to students through the Computer Buddies program in Information Services.

1.3.2 FACULTY COMMUNICATIONS

A. Provision of information sessions and presentations to and by Faculties, Schools and Discipline groups covering blended learning principles and rationales.

B. Provision of professional development and practical sessions to foster skill development through exposure to exemplars, implementation strategies and technical training.



C. A comprehensive and well maintained web presence to support self-‐directed exploration and development through the provision of exemplars, resources, guidance notes and opportunities for online discussion and collaboration with colleagues.

1.3.3 ACADEMIC DEVELOPMENT

A. Faculty-‐based professional development for all T&R and APT Staff involved in Course and Program enhancements as part of the Blended Learning Strategy.

B. Structured opportunities for sharing of good practice examples among academics. C. Promotion of participation in high profile events such as Learning and Teaching Week to facilitate

information sharing and collaboration across disciplines. D. A requirement that Learning and Teaching grant holders and award winners present on their successful

practice at Learning and Teaching Week. E. Targeted small group professional development opportunities to take account of varying skill and

commitment levels among academic staff.

1.3.4 POLICY AND SYSTEM CHANGES

A. Recommendations for enhancement of policies and systems that have impact on Blended Learning B. Strategic Asset Management Plan (SAMP) activities to support the Blended Learning strategy C. Innovation funding for course coordinators who apply to test specific software with their cohorts D. Chairing of, and staff participation in, the Educational Technology Application Support Group (ET ASG)

1.3.5 RESEARCH OUTCOMES

A. Commissioned Learning and Teaching Grants, Enhancement Grants and Exploratory Grants that explore, test and evaluate approaches to blended learning.

B. Publications by C~SALT and academic staff (preferably jointly) in relevant scholarly journals relating to the process and outcomes of the Blended Learning Strategy and particular initiatives undertaken as part of the Strategy.

1.3.6 REPORTING AND STRATEGY DOCUMENTATION

A. Twice annual status reports to the DVC and Learning and Teaching Management Committee and Faculty Learning and Teaching Management Committee regarding progress.

1.4 ALIGNMENT WITH USC PLANS AND POLICIES

The Strategy aligns with three strategic priorities from the USC Strategic Plan 2011 – 2015:

Strategic Priority 1: To enable access to the USC experience

1.2 Provide a high quality student experience

Invest in technologies and resources to enhance the student experience

Master plan and progressively implement social and learning spaces e.g. Learning Commons, Learning Hub and Uni Square

1.5 Extend learning opportunities throughout the region

Expand blended learning capability and capacity



Strategic Priority 2: To deliver high quality teaching, learning and graduate outcomes

2.1 Embed academic excellence in all teaching and learning activities

Strengthen the quality of teaching by investment in the academic development of staff

2.2 Support diverse learning and teaching styles to maximize student participation and success

Invest in the development of institutional capacity and student and staff capability to achieve excellence in blended learning

Strategic Priority 4: To develop USC for a sustainable future

4.4 Maximise opportunities to develop well designed, technology rich, sustainable University sites

Increase capability and capacity to enhance e-‐learning, blended learning and simulated learning environments to meet the demands of teaching and learning

The Blended Learning Strategy also aligns with:

• The Collaborative Futures Project, particularly concerning multi-‐site teaching and simulationtechnologies;

• The Engineering Learning Hub with its collaborative technology spaces and 3D visualisation;• The USC Information Management Strategy.

2 STRATEGY STAKEHOLDERS

Title Role Responsible Person Project Sponsor Approval of strategy and status reports Professor Birgit Lohmann, DVC Strategy Leader Oversight of Strategy implementation Kylie Readman, Director, C-‐SALT BL Strategy Steering Committee

Oversight of Strategy reporting, evaluation and budget

Chair: Professor Birgit Lohmann, DVC

Strategy Manager Coordination of Strategy implementation, task and project allocation and management, reporting and monitoring including administration, coordination and communication.

Blended Learning Coordinator, C~SALT and Chair, ET ASG

Strategy Administration

Administration assistance Casual as needed in C~SALT

Faculty Level Commitment

Approval for allocation of resources and support (including provision of funded time release for Faculty Leaders)

Deans and Heads of Schools (or equivalent)

Associate Deans, Learning and Teaching

Support for Faculty Projects including management of Program and Course Approvals and Changes as a result of the Project.

Associate Professor Jennifer Rowe/vacant



Title Role Responsible Person Academic staff Provide input to contribute to the

implementation of the Strategy at the operational level

All staff teaching students at USC

Faculty eLearning Teams

Provide input to and contribute to the implementation of the Strategy at the operational level

Faculty eLearning staff

Two key committees, the Blended Learning Strategy Steering Group and the Blended Learning Strategy Working Group will be established to provide oversight of the Strategy. See Section 7 Communications and Reporting below for the membership and roles of these committees.

The Faculty/School Leader will be responsible for:

• Designing and implementing a faculty based plan in response to the strategy document• Fostering an awareness amongst staff and students of blended learning strategy and goals• Coordinating faculty based activities that align with the strategy• Providing regular status updates to relevant groups and the Faculty Executive• Participating in the Blended Learning Strategy working group

3 STRATEGY MANAGEMENT APPROACH

3.1 IMPLEMENTATION

The day-‐to-‐day implementation of the Strategy will be the responsibility of the Blended Learning Coordinator within C~SALT.

An extensive list of activities to take place within the Strategy has been identified within the C~SALT Action Plan 2014-‐2016. There are currently forty-‐one activities specified. The list is provided as Attachment 1.

Each activity within the list will be structured as a project with deliverables, resource requirements, timeframes and evaluation measures broken out. The individual project outlines will include collaborators (in Faculties/Schools) and shared responsibilities.

4 STRATEGY TIMEFRAME AND WORK BREAKDOWN

Task/Deliverable Dependency Approximate Date Final prioritisation of activities from Action Plan and setting of delivery schedule 2014-‐2016

February 2014

Agreement with Schools around shared projects From March 2014 Commencement of 2014 activities February 2014 First reporting round 2014 July 2014 Review of progress – reforecasting of activities July 2014 Review of 2014 activities November 2014 Second reporting round 2014 December 2014 Strategy Progress Report December 2014 Setting of 2015 activities January 2015 Commencement of 2015 activities February 2015 First reporting round 2015 July 2015 Review of progress – reforecasting of activities July 2015



Task/Deliverable Dependency Approximate Date Review of 2015 activities November 2015 Second reporting round 2015 December 2015 Strategy Progress Report December 2015 Setting of 2016 activities January 2016 Commencement of 2016 activities February 2016 First reporting round 2016 July 2016 Review of progress – reforecasting of activities July 2016 Review of 2016 activities November 2016 Second reporting round 2016 December 2016 Final Strategy Report December 2016 Comprehensive evaluation of Strategy and determination of future action

January – February 2017

5 EVALUATION AND QUALITY MANAGEMENT FRAMEWORK

In planning this project, the USC Quality and Standards Framework has been used, with Quality Improvement as the focus. For each phase of the project, a cycle of Plan, Implement, Review and Improve will be undertaken as per the Qality System endorsed by the University http://www.usc.edu.au/university/governance-‐and-‐executive/strategy-‐quality-‐and-‐planning/quality-‐and-‐standards-‐framework The reporting and evaluation mechanisms built into the strategy also reflect the accountabilities and responsibilities of the USC Quality and Standards Framework.

As well as this overall approach, specific areas of quality management focus are:

1. The project will be implemented using a research informed approach, drawing on the many nationaland international publications relating to blended learning, online and distance learning, openeducation and flexible delivery that are currently available.

2. The project approach will be planned, documented, evaluated and ethical clearance obtained to makeuse of feedback so that reports on both process and outcomes will be developed into submissions forhigher education research publications including conferences and journals.

3. Documentation and reporting will be managed such that, for the purposes of external accreditationand quality review processes (such as Professional accreditation and TEQSA audits) the University willbe exemplary in its ability to demonstrate that stated outcomes and standards are achieved.

4. All curriculum enhancements will be informed by current data and the project will include plans for thecollection of future data, related to student experience and academic standards to ensure that learnerscontinue to have positive experiences of the USC learning environment and the University’s reputationis enhanced.



6 RISK MANAGEMENT

Risk Factor Likelihood (H, M, L)

Impact (H, M, L)

Nature of Impact Minimisation Strategy

Faculties and Schools not engaging fully with activities and not committing to shared activity.

M H Limited implementation of blended learning.

Achieve buy-‐in from Deans, Heads of School and Discipline leaders for activities to provide high level motivation within Faculties/Schools. Faculty/School leaders will be significant in ensuring engagement.

Limited engagement from academic staff owing to high workloads or lack of commitment to blended learning.

M H Little change in teaching practice – failure to introduce beneficial blended learning elements to teaching.

Negotiate plans for specific engagement. De-‐mystify principles of blended learning, provide exemplars and direct support to implement and trial new practices.

Resourcing within C~SALT is inadequate for the range and scope of activities proposed.

M H Activities/projects not started or not completed Quality of projects compromised

Realistic assessment of capacity and staggering of activity Detailed project/engagement plans negotiated with resource requirements clearly identified. Periodic review of progress against workplans. Project management processes implemented. Obtain additional staffing/resources for specific projects.

Dynamic technology environment throws up new initiatives and emergent technologies that need exploration and trialling (e.g. MOOCs), requiring staff to move off planned projects.

M H Some planned activities may need to be delayed or discarded.

Manage existing work program in concert with new initiatives to ensure that workload scope does not continuously grow. Negotiate parking/cancelling of some projects if necessary to free resources for critical new projects.



Risk Factor Likelihood (H, M, L)

Impact (H, M, L)

Nature of Impact Minimisation Strategy

Loss of key C~SALT, ITS or Faculty staff. L M Some planned activities may need to be delayed or discarded. Depending on the roles affected, (e.g. IRM, Blackboard) the impact could be High.

Promote skills transfer and role shadowing between C~SALT staff.



7 COMMUNICATION AND REPORTING

Group Composition Means of communication Frequency Key purpose(s) Blended Learning Strategy Steering Group

DVC – Project Sponsor/Chair PVC (Students) Director, C~SALT Blended Learning Coordinator, C~SALT Engineering Learning Hub Project Leader CFP, Simulation Project Leader FOSHEE and FAB – Executive Deans, ADLTs, Academic Leads

Admin support provided by Academic Secretariat

1. Status Reports 2. Final report

1. Bi-‐annually 2. Annual strategy review

end of 2014, 2015 Strategy Review/Revisioning post 2016

To provide updates on activity, receive feedback and input and for monitoring and control

Blended Learning Strategy Working Group

Blended Learning Coordinator, C~SALT, Chair Academic Leaders, FAB and FOSHEE eLearning Coordinators, FAB and FOSHEE ABLE Award Winners Student representatives Others as co-‐opted Admin support provided by Academic Secretariat

1. Meetings 2. Online area for shared

resources (via C~SALT refreshed website)

3. Electronic newsletters

1. As required but at least 6 weekly

2. As required 3. Quarterly covering

spread of activities

To ensure appropriate support and engagement with Faculty-‐based leaders and facilitators



Group Composition Means of communication Frequency Key purpose(s) University Community All University staff 1. Online area for shared

resources (via C~SALT refreshed website)

2. Electronic newsletters 3. Participation in

University events (e.g. L & T Week)

4. Thematic presentations, symposia and PD activities

As required To support PD, skill development and awareness raising

8 BUDGET

Does not include CFP, ELH or SAMP funded elements or C-‐SALT operational budget

Blended Learning Strategy Budget 2014-‐2016 Item Funding Source: DVC Learning and Teaching Initiatives 2014 2015 2016 Innovation funding for course coordinators who apply and test specific software with their cohorts

15,000 15,000 15,000

Faculty Academic Leaders (1 per faculty at Level C4 x 1 day/week) 60,600 63,800 66,800 Coordination, support and training for Computer Buddies (Level 7.1 x 0.5 days/week)

10,800 11,300 11,900

Administrative support for, steering group and working party (Level 4.1 x 0.5 day/week) *or supplied by Academic Secretariat

7,000 7,300 7,700

TOTAL 93,400 97,400 101,400

*rounded to the nearest $100



9 STRATEGY CHANGES AND SIGN OFF

Changes to this Strategy will be incorporated after sign off by the Strategy Sponsor.

Strategy Start: January 2014 Strategy End:

Approved by: Date:

Blended Learning ActivitiesPriority: 1=Highest, 5=Lowest Criticality: Estimate of importance based on scale, priority, urgency

Attachment 1

Develop and run sOOC

Develop and run a miniMOOC for the University community about Blended Learning

Major project to be completed within short timeframe.Needs to be ready for enrolments by end January 2014, with first program completed by April 2014.

1

Strategic development 4.4 Maximise opportunities to develop well designed, technology rich, sustainableUniversity sites

Leaders

Theme

Audience

1Criticality2014-2014

ePortfolios for all students

For relevant programs, implement ePortfolios for students, beginning with the first year of the program. This is a major, transformative initiative forUSC and large scale project in its own right.

In first year of rollout a limited cohort of courses and students will be exposed to ePortfolios. Over the next two years we will move to have ePortfolios available for all students and courses.

1

Strategic development 1.2 Provide a high quality student experience

All academics and students

Theme

Audience


Upgrade Blackboard

Invest in and extend the capability of Blackboard to provide a rich learning environment for students

Core business

1



Theme

Audience


Blended Learning Audit Tool

Develop or adapt a blended learning audit tool.

Implement a system/process/tools for a sustainable and regular audit of blended learning activity at USC. Identify appropriate metrics, data captureand analysis tools to produce valid reports over time. Intention is to track blended learning takeup and nature of blended learning activity.

1


Leaders

Theme

Audience


School of Business Agreed Workplan

To be agreed with School

1


2.2 Support diverse learning and teaching styles to maximize student participationand success


Theme

Audience


School of Communication Agreed Workplan


1




Theme

Audience


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Priority: 1=Highest, 5=Lowest Criticality: Estimate of importance based on scale, priority, urgency

School of Social Sciences Agreed Workplan


1




Theme

Audience


School of Health and Sport Sciences Agreed Workplan


1




Theme

Audience


School of Nursing and Midwifery Agreed Workplan


1




Theme

Audience


School of Science and Engineering Agreed Workplan


1




Theme

Audience


School of Education Agreed Workplan


1




Theme

Audience


School of Law Agreed Workplan


1




Theme

Audience


Developing digital literacies through PD and PATS

Develop digital literacies through professional development activities and peer based mentoring (PATS for blended learning)

Blended learning staff will be involved in activities such as FUT and PATS as presenters, content developers and participants. Documenting goodpractice and disseminating information will also be important.

3

Pedagogical improvement 2.1 Embed academic excellence in all teaching and learning activities


Academics

Theme

Audience


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Supporting experimentation and innovation in blended learning

Support experimentation and innovation by prioritising blended learning in the Learning and Teaching Grants Scheme

CSALT staff to actively identify and promote innovation in blended learning and to support academic staff seeking to innovate in blended learning.Direct support and engagement in grant activity combined with advocacy to enable more agility in USC learning environments and systems. Couldinclude innovation fund. Commissioned grants.

3

Pedagogical improvement 2.1 Embed academic excellence in all teaching and learning activities


Academics

Theme

Audience


Direct student support

On campus and online assistance for students with general IT and educational technology issues

This is an existing problem at USC in that students are largely dependent on teaching staff for digital literacy support and technology problemresolution. A much more robust student-facing response is required.

1

Strategic development 2.2 Support diverse learning and teaching styles to maximize student participationand success

Leaders

Theme

Audience


Mediasite - desktop recording

Enable Mediasite’s desktop recording software for staff creation of user generated content

Switching on is a simple config change, but arranging deployment (in staff PC image or by on-request package installation) more complex. Staff needsupport to a) use in first instance and b) make use of features such as editing, c) top and tail correctly.

1

Pedagogical improvement 1.2 Provide a high quality student experience

1.5 Extend learning opportunities throughout the regionAcademics

Theme

Audience


Direct student support - Orientation to blended learning

Develop materials for orienting students to blended learning and embed these into course sites

Students need a range of supports to enable them to familiarise themselves with the USC blended learning approach. These could take the form ofself-paced resources, induction sessions and embedded standard resources within courses.

1

Student digital literacy 2.2 Support diverse learning and teaching styles to maximize student participationand success

Students

Theme

Audience


Rewards for innovation and collaboration

Reward staff for innovation and collaboration, for taking reasonable risks and for communicating with others about innovation

Blended learning staff will be actively involved in helping draft guidelines, providing in-kind support to academic staff working on projects, supportingGrants and Awards staff and promoting the PD opportunities.

3

Strategic development 2.1 Embed academic excellence in all teaching and learning activities


Academics

Theme

Audience


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Direct student support - Computer Buddies

Extend and develop the ‘computer buddy’ system currently being trialled in the Library to encourage peer support and mentoring

This support mechanism needs to be confirmed as an ongoing resource for students. C~SALT has a role in ensuring 'buddies' are well trained andsupported with accurate and appropriate information.

2

Student digital literacy 2.2 Support diverse learning and teaching styles to maximize student participationand success

Leaders

Theme

Audience


Promote good pedagogical practice in innovative learning spaces

Promote and share pedagogical innovation in technology rich learning spaces

This is about capturing and exploring innovative pedagogical possibilities of technology rich learning spaces and exposing teaching staff to creativeways to use the spaces and the technology.

2

Pedagogical improvement 4.4 Maximise opportunities to develop well designed, technology rich, sustainableUniversity sites

Academics

Theme

Audience


Orientation to learning spaces

Orientation of staff to new learning spacesOrientation of new staff to USC learning spaces and technologies

There is a need for new staff to be inducted into USC's standard teaching spaces. Some of this is about using technology but CSALT's perspective ispedagogical possibilities of the spaces and exposing teaching staff to creative ways to use the spaces and the technology.

2


Academics

Theme

Audience


Mediasite - expanded lecture capture

Increase amount of lecture capture in Mediasite enabled venues (opt-out approach) and provide PowerPoint slides, vodcasts and podcasts to students

Prepare arguments and business case to support move to mandatory lecture capture. Work at infrastructure level to resolve technical problems andsimplify recording for teaching staff.

4


1.5 Extend learning opportunities throughout the regionLeaders

Theme

Audience


Direct student support - develop resources for staff to support students

Meet students’ expectations that their tutors will be involved in teaching them how to use technologies by having staff supported to do so.

C~SALT staff to prepare resources to support teaching staff support students. These could take the form of self-paced resources, induction sessionsand embedded standard resources within courses.

1

Staff digital literacy 2.2 Support diverse learning and teaching styles to maximize student participationand success

Academics

Theme

Audience


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Guidelines for Lecture Capture

Develop guidelines for lecture capture in Mediasite-enabled venues

Lecture recording will be expanded from 2014, probably moving to an 'opt out' system. Teaching staff need resources to a) help them operate thefacilities to best effect and b) understand how best to present to a significant audience that will not be present in the lecture theatre.

1



Theme

Audience


Guidelines for Open Educational Resources

Develop guidelines for use of Open Educational Resources

1



Theme

Audience


Just In Time Blended Learning Resources

Develop, share and update just-in-time resources for blended learning and make these accessible as staff need them

Develop a suite of resources to enable staff to implement blended learning - exemplars, 'off the shelf' tools and toolkits, inspirational examples etc.

4


Academics

Theme

Audience


Maps of educational technology in curriculum

Review curriculum at the program level to map current use of educational technologies for learning, using the ‘applying technologies’ generic skill asan indicator and develop a program level improvement plan for embedding educational technologies

This activity has two tasks. The mapping component which is a desk audit and the improvement plan that requires a framework for technologyrollout that needs to be developed first. Once we have a matrix for technology rollout we can apply it to programs.

3


Leaders

Theme

Audience


Promote innovation and flexibility at the desktop

Work with academic staff to identify roadblocks to innovation and the adoption of blended learning

To be incorporated in general Learning Design work. LDs to advise on strategies, note opportunities for innovation and exploration and to documentthis so that CSALT can develop arguments for change. CSALT to collate business cases for change and take through appropriate channels.

2


Leaders

Theme

Audience


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Educational Technologies Roadmap

Develop an educational technologies roadmap for implementation over a five year period e.g. audience response systems enabled in lecture theatres,MoCOWs in large flat floor teaching spaces, mobile apps, adaptive technologies

A documented process for exploring, evaluating, and recommending educational technologies for adoption at USC. Production of a dynamicdocument that captures the current state of play in technology and maps where we should be focussing in the near and longer future. Should alsoinclude a process for promoting adoption and getting purchase at the funding table.

4


1.5 Extend learning opportunities throughout the regionLeaders

Theme

Audience

4Criticality2015

Online Assessment

Utilise online assessment activities

Online assessment is increasingly important and teaching staff need assistance to understand the various ways it can be used. Exemplars, exposureto existing tools, online resources can all help to acquaint academics with the possibilities.

2



Theme

Audience


Promote learning analytics for improved teaching

Develop use cases and approaches for learning analytics that can inform future iterations of a course or program.

Develop good understanding of current datasets and what they mean; other analytic tools that are available and make recommendations for futuredevelopments (such as SAMP requests).

4


Leaders

Theme

Audience


Embedding digital literacy standards in HR employment criteria

Work with HR to specify digital literacy expectations in relation to recruitment and development

2

Strategic development 2.1 Embed academic excellence in all teaching and learning activities


Leaders

Theme

Audience

5Criticality2015

Capability/experience statement for students on blended learning

Define what a student can expect from the University in blended learning, simulation and the USC environment

Production of statement of what is offered at USC including expectations of both USC and students in engaging with a blended learning environment.Almost like, but not, a SLA. Something like a charter.

5


Students

Theme

Audience


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Direct student support - video collaboration

Online video collaboration between teaching staff and other students

Initially this will focus on Blackboard Collaborate. Once a VC system is in place, CSALT has a role in promoting its use to support teaching groupsacross locations. This will include introductory workshops, support materials, case studies, exemplars etc.

5

Pedagogical improvement 2.2 Support diverse learning and teaching styles to maximize student participationand success

Students

Theme

Audience


Guidelines for use of Social Media

Develop guidelines for use of Social Media

5



Theme

Audience


Exemplars of blended learning by discipline areas

Profile what blended learning looks like for a number of different disciplines e.g. health, sciences and arts using successful examples

Staff can learn a lot by seeing case studies and examples. This activity is to capture good practice for sharing and inspiration across disciplines.

5


Academics

Theme

Audience


Video collaboration - videoconferencing

Operationalize video conferencing at all USC sites

This is essentially an IT activity but CSALT has a role in determining the best solutions and in supporting their adoption into teaching practice.Timetabling critical.

5



Theme

Audience

8Criticality2015

Video collaboration - cohorts across locations

Create online presence that encourages interaction between members of the same cohort studying at different sites

Initially this will focus on Blackboard Collaborate. Once a VC system is in place, CSALT has a role in promoting its use to support teaching groupsacross locations. This will include introductory workshops, support materials, case studies, exemplars etc.

5



Theme

Audience

8Criticality2015

Video case studies of good practice

Utilise video case studies available under creative commons to share good practice (COFA, Plymouth University, USC produced)

Identifying, cataloguing and setting up repository of video resources. Will be dynamic resource that will grow over time. Will need informationmanagement framework over the top (also including other CSALT resources).

4


Academics

Theme

Audience


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Employing blended learning to ease timetable pressures

Utilise blended learning approaches to ease timetable issues

4


Leaders

Theme

Audience


Support and promote BYOD

Support for BYOD - provide capable and robust wi-fi networks distributed across the campus that take account of the growth in demand in comingyears

Work with IT Services to ensure that infrastructure provisioning is appropriate for learning and teaching in connected, mobile device-rich learningenvironments.

4


Leaders

Theme

Audience


Support and promote single sign-on and widespread system integration

Promote the integration of systems that talk to each other to provide students with a seamless experience including single sign-on as broadly aspossible

Use of common identity management - so all systems can access using central identities.

5


Leaders

Theme

Audience


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BLENDED&LEARNING&STRATEGY - University of … · BLENDED&LEARNING&STRATEGY & ... The&strategy&provides&a&roadmap&forincreasingthe&embedding&of&blendedlearning ... exposureto&exemplars,&implementation&strategies&and