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Summary of InStePP baseline report Nicola Langton, Richard Francis Cluster Group meeting, Exeter March 2012 InStitutional ePioneer Partnerships InStePP.

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Presentation on theme: "Summary of InStePP baseline report Nicola Langton, Richard Francis Cluster Group meeting, Exeter March 2012 InStitutional ePioneer Partnerships InStePP."— Presentation transcript:

1 Summary of InStePP baseline report Nicola Langton, Richard Francis Cluster Group meeting, Exeter March 2012 InStitutional ePioneer Partnerships InStePP is a JISC-funded project https://wiki.brookes.ac.uk/display/instepp/Home https://wiki.brookes.ac.uk/display/instepp/Home JISC inspires UK colleges and universities in the innovative use of digital technologies, helping to maintain the UK's position as a global leader in education.

2 Evidence from the Learner Experiences of eLearning, LLiDA and SLiDA research implies that students are very digitally literate and are agile adopters of digital technologies capable of contributing to the development of digital literacies in staff and students across the Institution. Using student partnerships will enable us to see what students can achieve in terms of developing staff and student digital literacies in relation to a VLE (Moodle), mobile learning, resource creation and curriculum development etc. What kinds of student roles and responsibilities can deliver digital literacies specifically? While there are many formal and informal student partnerships that do or could exist across the institution, the project will focus on creating and investigating partnerships where students are Trainers / tutors Resource creators Researchers Mentors Entrepreneurs Any partnership created must bring mutual benefit to student e-Pioneers and staff / other students. (see preferred partnerships model)e preferred partnerships mod Need to decide what kinds of rewards, supervision and support are required and what locality, organisation, division of labour and so forth seem to work best Key messages

3 What kinds of rewards, supervision and support required? Professional body accreditation or endorsement highly valued by students (cf OBU Future leaders programme) and ILM keen to work closely with us as project partners to develop an ILM-endorsed programme to support the ePioneer initiative (cf accreditation discussion at cluster group). CMALT accreditation from ALT not suitable for students but adapting the framework for CMALT is relevant and achievable with ALT as project Partners Strong belief among staff that offering students professional body recognition or academic credit related to their partnership work is not enough to motivate engagement. Students however do see the need to enhance their employment prospects and are attracted to the ILM and the opportunity to do independent study etc. Need to design partnership set-up framework so that all roles clear (especially re. support and supervision of students) - simple to implement and not too onerous (see 3-way contract proposal) Need to start with one or two pilot partnerships asap - starting with Moodle Support (trainer/tutor role) Need to take time to ensure evaluation and record keeping sites and tools are well selected and tested by September 2012 Need to work closely with staff to create relevant and manageable ePioneer roles over the summer for piloting in September (researcher, resource creator, trainer, mentor, entrepreneur) and that can be suitable supported by an ILM-endorsed course Lessons learned

4 Project plan to be updated to reflect the new approaches to partnership development and support that have been recently decided Workpackages and timeline being re-written to reflect the evaluation tools and methods selected and time needed to develop an ILM-approved course that includes an adaptation of the CMALT framework. The sustainability and exit plan and work packages to be rewritten to focus on who and what rather than on products How project plan has been adapted


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