Technology to enhance learning in 2015Northumbria University

21st April 2010

Andy Ramsden

Head of e-Learning

University of Bathhttp://go.bath.ac.uk/andyramsden

eatbath-present

andyramsden

http://www.bath.ac.uk/lmf/download/43956

URL

The aims

Take one aspect of TEL @ University of Bath to future gaze to 2015: classroom technologies

1. Why is it important for enhancing the student learning experience?2. How is the implementation being driven at the institutional level?

http://www.flickr.com/photos/89509548@N00/496717386/

The context: big picture

• Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)

• Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf• e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan

• NSS• OUE• SSLCs

The context: little picture

Lecturer Dept Technology url

Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/

Paul Caulfield Mechanical Engineering

ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/

Gemma Cranston Aerospace Engineering

ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/

Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/

The context: ARS application

Focus on: Technology enablers

In

(small, flexible, low threshold technologies and teaching spaces)

Out

(Big, generic, high cost technologies and teaching spaces)

http://www.bath.ac.uk/learningandteaching/news/?p=206

New lecture space in 4 West

Focus on: The blend (the holy grail)

Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project

Staff development in context of a unit re-design is the enabler

face to face teaching online activities

• Alignment of learning outcomes, with delivery method and assessment methods• Pre-release of didactic content (economic models)• Step based, integrated, online, group based, learning activities• Use of clickers, debates and classroom games• Encouragement of peer support and informal networks (twitter, discussion boards)

The how: theoretical: (Salmon)

present

present new

new

pedagogy

Mission (markets)

Existing studentsExisting technologies

Existing studentsNew technologies

New studentsNew technologies

New studentsExisting technologies

Core technologies, established services which feel owned by the University (BUCS, e-learning, web services, Registry). Full staff and student support and development programmes. If externally hosted then supported, with exit (migration plans)

Non core technologies, These tend to be pilot projects by a range of Departments, Faculties and central teams

20092015

The how: practical: 4 E’s Model (Collis)

Adapting Staff Development Model• shift to staff development projects (initially externally funded – HEA)• Provision of just in time information• Communities of practice (around service blogs, external speakers at events, PGCAPP, DoS Forums)• Role of e-learning Team as practitioners / evaluators

External Environment• Participation in wider communities (MEL SIG, ESTICT) – outside Team• JISC Projects• Disseminating ideas at National Conferences

Technology Investments• Clickers• Refurb of teaching spaces• SMS Services

Non technology investments• e-learning Team: CMALT & ITIL• e-learning, web services, BUCS

Educational effectiveness

Ease of use Engagement

Environment (#1)

3-E Vector Sum

An individual’s likelihood of making use of a technological innovation for learning related purpose is a function of four groups of factors

Don’t lose sight of the goal

Andy Ramsden

a.ramsden@bath.ac.uk

eatbath-present

andyramsden

URL

“using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.