1. Dr. Phil Alberts, Anu Sharma & Natalie Parnis Brunel University Inspiring Academic Staff to Implement Educational (e-Pedagogy) Considerations Using the Tools and Features of Blackboard Software

2. Overview of Session Overview of the development of e-Learning at Brunel Rationale of Brunel’s e-Learning Pathfinder ENTICE Project Overview of the Appreciative Inquiry research methodology Eight educational considerations used to elicit sound e-learning practices by means of Vista features and tools Illustration of how the evidence of good practice and examples of future aspirations were disseminated within Schools Reflection & discussion

3. Overview of the Development of e-learning at Brunel Upgrade from Campus Edition to Vista (u-Link) The blended learning approach Minimum requirements determined by Senate Participation in HEA e-learning benchmarking initiative Brunel’s e-Learning Pathfinder ENTICE project

4. Rationale of Brunel’s e-Learning Pathfinder ENTICE Project The project aimed to: –Gather information relating to emergent broad e-learning practices –Examine the relationship at module level between patterns of feature and tool usage of Vista (u-Link), and student evaluation data –Use the evidence-base created to explore with Schools what they might aim to achieve in the blended learning situation, both in relation to process and outcomes –Establish a process for the ongoing development and monitoring of e- learning strategies and action plans that use the local evidence base developed.

5. Pathfinder outline

6. Introduction to Appreciative Inquiry (AI) Pioneer: David Cooperrider. AI is a powerful approach to whole system change. AI leads from the positive deviant, rather than identifying what is wrong it looks at what is right. “Ap-pre'-ci-ate, v.” “…to value or admire highly; to judge with heightened understanding; to recognise with gratitude.” “In-quire‘, v.” “…to search into, investigate; to seek for information by doing.”

7. What makes Appreciative Inquiry different? Glass half empty Problem-solving Glass half full Appreciative Inquiry Purposefully positive Builds on past successes Amplify what is working Identifies problems Emphasise what is not working Brainstorm solutions and analyse

8. Success Stories

9. The 4-D Cycle of AI Affirmative Topic Choice

10. Our affirmative topic choice “(Ways of) creating and sustaining outstanding e- pedagogic teaching and learning”

11. Educational considerations

12. The Discovery Event To identify and appreciate the best of what is working well Understand their intentions for their choice of course design; all questions are positive (in accordance with AI) Dialogue of discovery, narrative-rich communication. A story of each person’s past, present and future aspirations

13. The Develop Event Collectively (with others in the School team) discuss the Discovery event Share stories, quotes, emergent themes etc A time for people to explore their hopes and dreams for their courses; “what could be”

14. Student Evaluation Personal Response System (PRS) –Real time, active participation –Large cohorts of students –Data manipulation and analysis is accurate and significantly reduced

15. Pre-Summit Event 1. Identify & select a sample of experienced course designers within Schools STAFF 2b. Discovery Event 2c. Develop Event 6. Pre-summit Event 7. Summit Event STUDENT 2. Conduct Appreciative Inquiry3. Conduct student evaluation 3a. Face-to-face evaluation using a PRS 4a. Statistical analysis of usage data using Key Usage Indicators 2d. Review/analyse feedback Phase 2 Phase 1 2a. Initial meeting with each School team 4. Statistical Analysis STATISTICAL ANALYSIS 5. Compare results 3b. Review/analyse feedback

16. Summit Event Reflect on the findings gathered from the AI and to develop e- learning strategies and action plans required to make the School’s teaching practices more aligned with their vision and future objectives Important…..sustainability Highly interactive hands-on workshop.

17. Our Findings so far…

18. Project findings

19. Spectrum of good practices (Social Sciences) Student Learning Outcomes-based Learning Styles Active Collaborative Student-centred Independent Feedback Reflection Announcements tool: To clarify understanding of the learning outcomes - reinforce learning. Make announcements pop-up, more personal for the student (Peter) Online assignment submission (all) Model answers for huge cohorts of students (Ralitza) Mock questions and feedback (Ralitza) Make your homepage exciting and visually pleasing e.g. colour, images (Inge ) e-books (Linda) Provide web links and primary sources (Inge) Online seminar programme (Jason) Think piece for subsequent publication (Jason) Share resources across the academic community (Peter) Provide links to video clips e.g. YouTube (Peter and Jason )

20. Peer Advice (Social Sciences) “Avoid the bicycle wheel model” “It is analogous to the Iron Bridge – you need to know your medium (e-learning) and learn how to strengthen it” “Web links: A variety of links to enable an average student to write a commendable essay”. “Do not try and do everything in one go – start with a basic approach and add things as you go” “When I write a new lecture, I write it with u-Link in mind. It is part of the preparation and therefore not additional work”

21. Future aspirations for e-Learning

22. Advanced online technologies Advanced technologies [Online] Gaming, podcasting, [online] seminars. I think technology is the way forward for all of us.” “Use technology more…….. Put the students in charge….Give out problems and support online”. Webinars Online Gaming “…..I would like to do podcasts with no (additional) costs or time involved...” Podcasts

23. Web 2.0 Social Networking “I have spoken to some people at University that are using Facebook…..the students love it”. Wikis

25. Reflection Competing demands on time of staff Results of investigation received positively Evidence base of effective e-learning practice.

26. Questions & Discussion phil.alberts@brunel.ac.uk http://www.brunel.ac.uk/life/study/computing/weblearn/enticepathfinderproject/