Presentation on theme: "Barriers and Enablers to Technology- Enhanced Learning What can Universities do to encourage innovative teaching? Steve Williams - Newcastle University."— Presentation transcript:
Barriers and Enablers to Technology- Enhanced Learning What can Universities do to encourage innovative teaching? Steve Williams - Newcastle University Tallinn, Estonia 16 April 2015
Introductions Who I am How this work came to be – Newcastle University and University of Cumbria What do I mean by Technology-Enhanced Learning (TEL)?
Guiding thought I understand the issues in using technology to facilitate learning. I have some ideas about how to manage these issues. I am inspired to do something about it!
The underpinning pedagogy – key question Is there a risk of assuming that technology enhances learning, without really knowing whether it does, or understanding how? (Ann Thanaraj, Head of Law School, University of Cumbria)
The underpinning pedagogy It’s not about the technology, but about using it to facilitate high-quality learning and excellent student experience. Effective use of TEL will differ between disciplines.
Our project - aims Our work aims to: –Break down barriers between academics and TEL – it’s not a bolt- on! –Enhance institutional policies and practices on using TEL Two distinctive features –Focus on institutional as well as individual –Combination of academic and service leadership perspectives.
Our project - method Focus Groups Consult academic leaders, academics, students, service providers Review existing literature Blog Present Conclusions –Compare and contrast the two different universities –Publish research
Similarities between our Universities Barriers –Digital literacy/fluency –Pedagogic evidence (literature) –What’s In It For Me - career recognition? –Time/resource/workload –Communication across the university –Student experience of learning –Fear and reticence on the part of staff –Support and tools –Just because it is E, it’s not better!
Similarities between our Universities Enablers –Student experience –Identity and belonging –Personalised learning –Flexibility –Creativity –Access / diversity
Similarities between our Universities Institutional support –Embed TEL into Learning and Teaching strategy –Reflect TEL involvement in staff workload –Localise use of TEL in Schools / Departments –Recognise research on teaching as a scholarly activity –Make pedagogy fit the subject discipline –Invest in software, people and training
Differences between our Universities Barriers –Cumbria but not Newcastle Multiple online personalities Design of online study spaces Staff disenfranchised Assumption that students are confident with the tools Student support with the tools –Newcastle but not Cumbria Staff support with the tools Social diversity, widening participation Legal issues (copyright, IP)
Differences between our Universities Enablers –Cumbria but not Newcastle Staff gain better communication skills –Newcastle but not Cumbria Retention of students Enhanced learning International / cross faculty / cross discipline opportunities Employability Staff development of skills TEL as a priority for the university, enhancing the university’s reputation Staff recognition Scalability, reliability and innovation in the software
Differences between our Universities Institutional Support –Cumbria but not Newcastle Managing hardware and software well – don’t change too much at once Use suitable, meaningful names for TEL projects –Newcastle but not Cumbria Develop a long-term TEL plan (sustainability AND transforming learning) Staff digital literacy plan. Share best practice. Develop hybrid managers Be risk-aware rather than risk-averse in new developments Reward, recognition, incentive in TEL Put students at the heart of education Empower staff
Recommendations What can Universities do to facilitate excellent TEL? Tailor TEL adoption to learning needs and academic motivation. Design TEL around fast access and consumer choice of tools. Have both institutional policies and scope for innovation Value both the roles of academics as subject matter experts and content creators, and dedicated resources for technical support of TEL. Appoint academic champions for each TEL initiative. Improve digital literacy!
Find out more? Join the conversation! Blog – share your thoughts! blogs.ncl.ac.uk/removingtelbarriers Publication – JLDHE (Journal for Learning Development in Higher Education)
Questions Our two universities are different from each other – but do any of you come from a university where these issues would play out differently? What are the largest issues in the uptake of TEL in your university? Should institutions mandate, provide and offer tools, or get out of the way?